UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY ...repositorio.ug.edu.ec/bitstream/redug/42473/1/BFILO-PLL...La propuesta para este tema es el diseño y la aplicación de diapositivas

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY LETTERS AND EDUCATION SCIENCES

SCHOOL OF LANGUAGE AND LINGUISTIC

EDUCATIONAL PROJECT

TOPIC

THE INFLUENCE OF THE ACQUISITION OF VOCABULARY FOR

DEVELOPING ORAL EXPRESSION

PROPOSAL

DESIGN AND APPLICATION OF INTERACTIVE SLIDES FOR PROMOTING ORAL EXPRESSION ACTIVITIES

Educational project previous to obtaining the title of

LICENCIADO EN CIENCIAS DE LA EDUCACIOacuteN

Major in LENGUA Y LINGUumlIacuteSTICA INGLESA

RESERCHERS

Servio Andreacutes Enriquez Lozano

Daniel Erik Bueno Alvarado

Msc Alfonso Saacutenchez Aacutevila

Profesor - Advisor

Guayaquil ndash Ecuador 2019

II

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIacuteA LETRAS Y CIENCIAS DE LA EDUCACIOacuteN

SISTEMA DE EDUCACIOacuteN SEMIPRESENCIAL

CENTRO UNIVERSITARIO MATRIZ GUAYAQUIL

_________________________ __________________________ Msc SANTIAGO GALINDO MOSQUEA Msc PEDRO RIZZO BAJANtildeA

DECANO VICEDECANO

___________________________ ___________________________ Msc Carlos Valle Navarrete Ab Sebastiaacuten Cadena Alvarado DIRECTOR SUB-DIRECTOR ESCUELA DE LENGUAS

IV





PROYECTO

Tema

The influence of the acquisition of vocabulary for developing oral expression Design and application of interactive slides for promoting oral expression activities

APROBADO

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Tribunal No 1

helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

Tribunal No 2 Tribunal No 3

__________________________ __________________________

Servio Andreacutes Enriquez Lozano Daniel Erik Bueno Alvarado

CI 0930175070 CI 0909003584

V

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIOacuteN DE __________________

EQUIVALENTE A __________________

TRIBUNAL

________________________ ________________________

________________________

VI

DEDICATION

I dedicate this project to God first since he is the reason why I am at this stage

of my life Then my dear mother Enny Zoraida because thanks to her

unconditional support I have been able to finish with my university studies

To my dear grandmother Maria Gavilanes who has helped me with her

constant support and dedication I was able to get needed motivation and

inspiration to get this project done

To my father Servio Ignacio Enriquez despite our distance and for his

motivation who with his advice has been able to guide to culminate my

professional career

ACKNOWLEDGMENT

I would like to thank to the attention of the school that we offered to do our

Project educative and to my advisor for helping me and developing this thesis

My family for being the Support that I always need

This has been a great journey full of educational

To my teachers to whom I owe a great part of my knowledge thanks to their

Patience and teaching and an eternal thanks to this prestigious university

Which opened its doors to young people like us preparing us for a competitive

Future and training us as good people and finally Thanks to the strength given

To me by God I have been able to finally achieve another one of my goals

VII

DEDICATION

It is my wish as a simple gesture or gratitude to dedicate my degree to my wife

Miolyn Mayorga chang for her permanent love and affection and my daughter

And my parents who supported me and with encouraging spirit conditionally

Contributing achieve the goals and objective proposal

ACKNOWLEDGMENT

I would like to thank to God for blessing me my parents for being the support

That always need to get where I have come because they made this dream

Came true to the university for giving me the opportunity to study and be a

Professional

ABSTRACT

This study explores the relationship between oral expression and vocabulary in

8th grade at Teodoro Alvarado Oleas High School The participants of this

investigation were involved in a process in how help them to foster oral

expression through vocabulary For this process the researchers used

empirical resources such as observation sheet survey and the interview to an

English teacher in order to discover the relationship and also it provides a

solution The result was that students like English as a second language but

they notice the lack of vocabulary and it could promote a low level of oral

expression moreover the learning strategies applied in a classroom have to be

more practical for students The proposal for this issue is the design and

application of interactive slides for improving oral expression using essential

vocabulary based on English book used in public school

KEY WORDS oral expression vocabulary learning strategies

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIacuteA

FICHA DE REGISTRO DE TESIS

TIacuteTULO Y SUBTIacuteTULO La influencia de la adquisicioacuten de vocabulario para desarrollar expresioacuten oral Disentildeo y aplicacioacuten de diapositivas para ayudar en las actividades de expresioacuten oral

AUTORES Servio Enriquez Lozano and Daniel Bueno

Alvarado

TUTOR Msc Alfonso Saacutenchez Aacutevila

REVISOR MscGalo Donoso

INSTITUCIOacuteN

Universidad de Guayaquil

FACULTAD Facultad de Filosofiacutea Letras y Ciencias de la Educacioacuten

CARRERA Lenguas y Linguumliacutestica

FECHA DE PUBLICACIOacuteN No DE PAacuteGS119

TIacuteTULO OBTENIDO Licenciatura en Ciencias de la Educacioacuten mencioacuten en Lengua Inglesa y

Linguumliacutestica

AacuteREAS TEMAacuteTICAS Lengua Inglesa

PALABRAS CLAVE Expresioacuten oral vocabulario estrategias de aprendizaje

RESUMEN Este estudio explora la relacioacuten entre la expresioacuten oral y el vocabulario en 8vo grado en la

Escuela Secundaria Teodoro Alvarado Olea Los participantes de esta investigacioacuten participaron en un

proceso sobre coacutemo ayudarlos a fomentar la expresioacuten oral a traveacutes del vocabulario Para este proceso

los investigadores utilizaron recursos empiacutericos como la hoja de observacioacuten la encuesta y la entrevista

a un profesor de ingleacutes con el fin de descubrir la relacioacuten y ademaacutes proporcionaron una solucioacuten El

resultado fue que a los estudiantes les gusta el ingleacutes como segundo idioma pero notan la falta de

vocabulario y pueden promover un bajo nivel de expresioacuten oral ademaacutes las estrategias de aprendizaje

aplicadas en el aula deben ser maacutes praacutecticas para los estudiantes La propuesta para este tema es el

disentildeo y la aplicacioacuten de diapositivas interactivas para mejorar la expresioacuten oral utilizando un

vocabulario esencial basado en el libro de ingleacutes utilizado en las escuelas puacuteblicas

No DE REGISTRO No DE CLASIFICACIOacuteN

DIRECCIOacuteN URL

ADJUNTO PDF x SI NO

CONTACTO CON AUTORES Teleacutefono E-mail

CONTACTO EN LA INSTITUCIOacuteN NombreSecretariacutea de la Escuela de Lenguas y Linguumliacutestica

Teleacutefono(04)2294888 Ext 123

E-maillenguaslinguisticafilogmailcom

REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY

X

REGISTRATION FORM OF THESIS

TITLE AND SUBTITLE


AUTHORS Servio Enriquez Lozano and Daniel Bueno

Alvarado



INSTITUTIOacuteN University of Guayaquil FACULTY Facultad de Filosofiacutea Letras y Ciencias de la Educacioacuten

CAREER Lenguas y Linguumliacutestica

DATE OF PUBLISHING NUMBER OF PAacuteGES 119

OBTAINED TITLE Licenciatura en Ciencias de la Educacioacuten mencioacuten en Lengua Inglesa y Linguumliacutestica

THEMATIC AREAS Lengua Inglesa

KEY WORDS Oral expression vocabulary learning strategies

ABSTRACT This study explores the relationship between oral expression and vocabulary in 8th grade at

Teodoro Alvarado Olea High School The participants of this investigation were involved in a process in

how help them to foster oral expression through vocabulary For this process the researchers used

empirical resources such as observation sheet survey and the interview to an English teacher in order

to discover the relationship and also it provides a solution The result was that students like English as a

second language but they notice the lack of vocabulary and it could promote a low level of oral

expression moreover the learning strategies applied in a classroom have to be more practical for

students The proposal for this issue is the design and application of interactive slides for improving oral

expression using essential vocabulary based on English book used in public school

NUMBER OF REGISTER NUMBER OF CLASSIFICATIOacuteN

URL ADDRESS (tesis en la web)

PDF ATTACHED x YES NO

CONTACT WITH AUTHORS TELEPHONE E-mail

CONTACT IN THE INSTITUTION Name Secretariacutea de la Escuela de Lenguas y

Linguumliacutestica

Telephone (04)2294888 Ext 123


X

RESUMEN

Este estudio explora la relacioacuten entre la expresioacuten oral y el vocabulario en 8vo

grado en la Escuela Secundaria Teodoro Alvarado Oleas Los participantes de

esta investigacioacuten participaron en un proceso sobre coacutemo ayudarlos a fomentar

la expresioacuten oral a traveacutes del vocabulario Para este proceso los investigadores

utilizaron recursos empiacutericos como la hoja de observacioacuten la encuesta y la

entrevista a un profesor de ingleacutes con el fin de descubrir la relacioacuten y ademaacutes

proporcionaron una solucioacuten El resultado fue que a los estudiantes les gusta el

ingleacutes como segundo idioma pero notan la falta de vocabulario y pueden

promover un bajo nivel de expresioacuten oral ademaacutes las estrategias de

aprendizaje aplicadas en el aula deben ser maacutes praacutecticas para los estudiantes

La propuesta para este tema es el disentildeo y la aplicacioacuten de diapositivas

interactivas para mejorar la expresioacuten oral utilizando un vocabulario esencial

basado en el libro de ingleacutes utilizado en las escuelas puacuteblicas

Palabras clave expresioacuten oral vocabulario y estrategias de aprendizaje

GENERAL INDEX

PAacuteGINAS PRELIMINARES

Front page

Registration signature authoritieshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipII

Tutor certificate helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipIII

Authoring helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipIV

Approval helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipV

Qualification helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipVI

DedicationhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipVII

AcknowlegdehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipVIII

Repositorionacional de ciencia tecnologiacutea

Nationalrepositoryscience and technology

Abstract helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipXI

General IndexhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipXIII

Index of TablehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipXIIII

Index of Graphics helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipXVI

Introduction helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip1

CHAPTER I

THE PROBLEM

CONTEXT OF INVESTIGATION 2

PROBLEM OF THE INVESTIGATION 3

CONFLICT SITUATION 3

SCIENTIFIC FACT 4

CAUSES 4

PROBLEM FORMULATION 4

OBJECTIVES OF INVESTIGATION 4

151 GENERAL OBJECTIVE 4

152 SPECIFIC OBJECTIVES 5

16 SCIENTIFIC QUESTIONS 6

17 JUSTIFICATION 7

CHAPTER II 11

THEORETICAL FRAMEWORK 11

BACKGROUND 11

INDEPENDENT VARIABLE 12

VOCABULARY 12

DEFINITION OF VOCABULARY 12

ASPECTS OF VOCABULARY 13

WORD MEANING 14

EXTENDING WORD USE 16

WORD COMBINATIONS 17

GRAMMAR OF WORDS 17

STRATEGIES TO DEVELOP VOCABULARY 19

Provide opportunities to read new words 19

Association with Pictures 19

Word Cards 20

Mind Mapping 20

Provide context 21

Use new words outside of class 21

Understand language 21

Idioms are not universal 22

Ask students what they need to know 22

Practice in a safe environment 23

PRINCIPLES OF VOCABULARY DEVELOPMENT 23

Promote Meaningful Talk 23

Study Word Parts Roots Prefixes Suffixes 24

Instruction of techniques 24

New vocabulary 25

Vocabulary in context 25

DEPENDENT VARIABLE 25

ORAL EXPRESSION 25

THE IMPORTANCE OF ORAL EXPRESSION 28

CHARACTERISTIC OF ORAL EXPRESSION 32

Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35

Speech conditions 35

Cognitive factors 36

Affective factors 36

Performance factors 36

Psychological foundation 36

Gaining Attention 37

Informing the learner of the objective 37

Stimulating recall of prior learning 37

Presenting the stimulus 38

Pedagogical foundation 38

Sociological foundation 40

Legal foundation 41

CHAPTER III 43

METHODOLOGY 43

31 DESIGN OF THE INVESTIGATION 43

32 TYPES OF INVESTIGATION 44

DESCRIPTIVE INVESTIGATION 44

EXPLORATORY INVESTIGATION 45

33 POPULATION AND SAMPLE 45

34 MATRIX OF OPERATIONALIZATION 46

35 METHODS OF THE INVESTIGATION 47

36 TECHNIQUES AND INSTRUMENTS 48

Observation guide 49

Survey Questionnaire 49

Interview Questionnaire 49

37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67

General objective 67

Specific objective 67

43 Feasibility of the application 67

FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68

45 Table of content 69

Conclusion 69

INDEX OF TABLE

TABLE 1 POPULATION AND SAMPLEhelliphellip 60

TABLE 2 OPERACIONALIZATION OF VARIABLEhellip 61

TABLE 3 hellip 65

TABLE 4 helliphelliphelliphelliphellip 66

TABLE 5 67

TABLE 6helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 68

TABLE 7 69

TABLE 8 70

TABLE 9 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 71

TABLE 10helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 72

TABLE 11helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip 73




INDEX OF GRAPHICS

GRAPHIC 1helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip65




GRAPFIC 5helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip69








1

INTRODUCTION

Oral Language and vocabulary refer to all aspects of spoken

language skills This includes students‟ growing and diverse vocabulary of

new and varied words Oral language development is connected to

learner‟s cognition in many important ways The learner‟s vocabularies

increase for example students demonstrate specific cognitive skills such

as classification and the ability to categorize

The ability to understand process and then use spoken

language such as interactive language skills as gesturing or taking turns

while speaking and listening also social language that allows children to

interact with others such as playing with others or following directions

and academic language including a rich vocabulary that allows older

children to fully participate in listening speaking reading and writing

activities in school

This project can be summarized in the next chapters

Chapter 1 The problem describes the causes the general and

specific objectives delimitation of the problem and question of the

investigation and finally evaluation of the problem of this research project

Chapter 2 the theoretical framework is defined through a sort of

foundations such as philosophical pedagogical technological and legal

foundations that support this research project

Chapter 3 the methodology of this research is based on the

methods and instruments that were applied in this investigation and the

appropriate data analysis

Chapter 4 the proposal consists to design a interactive slides for

enhancing oral expression through vocabulary

2

CHAPTER I

THE PROBLEM

11 CONTEXT OF INVESTIGATION

The proficiency to speak another language becoming the learner a

well-rounded communicator fostering the capacity to put words together in

a row without mistakes so those words can turn into meaningful reflection

of thoughts feelings or opinions however several students consider this

skill as the most complicated to develop when the student does not know

a considerable amount of vocabulary

Moreover the acquisition of vocabulary results a problem in

students of certain age since that the process of enrichment of words is

better during the earlier years of life due to memory retention in childhood

then we grow up and need more effort to memorize new words for this

reason it is necessary to establish good connections for helping students

to build a strong vocabulary that allows to develop another skills

Thus the researchers of this project want to explore the

advantages and disadvantages of the influence of vocabulary in oral

expression for fostering students of 8th grade at Teodoro Alvarado Olea

High School to feel self-confidence in their knowledge and capacity to

formulate sentences and structured dialogues using appropriated

vocabulary to their level

3

12 PROBLEM OF THE INVESTIGATION

121 CONFLICT SITUATION

The problem in students of 8th grade at Teodoro Alvarado Olea

High School is the difficulty in daily conversations or how to express it with

basic vocabulary besides this situation was observed when the teacher

established groups for practicing oral expression and students could not

develop the activity properly

Moreover the English teacher faced a hard work the lack of

vocabulary in students When they were observed students could not

express their ideas naturally or they confused words with similar meaning

in Spanish also the teacher suggested an activity about synonyms in

order to activate student‟s knowledge however several students did not

participate in the activity

Another aspect the few hours dedicate for English language cause

a damage in student‟s performance since that using more hours the

teacher can apply interactive activities for enhancing the vocabulary also

it is well known that English language is acquired with practicing so the

student has to be involved daily to the language in order to become

familiar with the unknown words

To sum up the English teacher can use extra material for

reinforcing knowledge it can be printed material or by technological

resources both tools are acceptable to develop a skill but the use of these

materials are send at home rarely so it might one of the reason for the

insufficiency in vocabulary For this reason as researchers have to seek a

didactical solution in favor to teachers and students

4

122 SCIENTIFIC FACT

Insufficiency in speaking skills in students of 8th grade at ldquoTeodoro

Alvarado Olea High School zone 8 district 8 Province of Guayas Cantoacuten

Guayaquil Parish Tarqui and 2018-2019 academic year

13 CAUSES

Few vocabulary in students of 8th grade at Teodoro Alvarado

Olea High School

Lack of fluency for practicing oral expression

Deficiency in how students acquire vocabulary

14 PROBLEM FORMULATION

How does vocabulary influence in oral expression in students of eighth

year of Teodoro Alvarado Olea High School corresponding to zone 8

district 8 province Guayas Cantoacuten Guayaquil parish Tarqui and 2018-

2019 academic year

15 OBJECTIVES OF INVESTIGATION

151 GENERAL OBJECTIVE

To evaluate the student‟s level of vocabulary for developing the fluency in

oral expression through the implementation of technological resources

such as slides

5

152 SPECIFIC OBJECTIVES

1 To examine the level of vocabulary in students of 8th grade through

the observation guide

2 To diagnose the students‟ fluency through a bibliographic research

a field study

3 To design interactive slides for promoting oral activities

6

16 SCIENTIFIC QUESTIONS

What are the types of vocabulary necessary for students of 8th

grade

How teacher will improve the acquisition of vocabulary in students

of 8th grade

What are the student‟s features for developing oral expression

Which is the relation between vocabulary and oral expression

What are the steps to organize the student‟s ideas

What are the activities to promote speaking in a class

How do technological sources develop the student‟s performance in

oral expression

What are the teacher‟s expectation with the creation of slides for

enhancing oral expression

7

17 JUSTIFICATION

This research project is convenient since it is based on

technological resources becoming a striking material for students and

teachers since that it rouses the enrichment of vocabulary fostering them

to evolve oral expression moreover this investigation contributes to other

colleagues involve in teaching English as a second language in how to

increase vocabulary

Moreover this project has a global impact since that several

researchers have contributed with new assumptions promoting new

challenges in the educational field So it improves the student‟s

achievement in English language because being proficiency requires to

develop communicative competences that it will enhance in a classroom

using the methods and strategies given by the researchers in order to

benefit students to participate actively in speaking activities

On this way this investigation regards to educational statutes as

the LOEI (2011) that regulates the specifications in educational framework

in high schools and establish the student‟s right such as article 2 letter g

refers about the conception of education as a permanent learning which

develops throughout life (p25) it means that the process of learning

never ends so each day it learns something new then it applies in life

Moreover the education involves the practice of values as LOEI

(2011) states below

I- Education based on values Education must be based on the

transmission and practice of values that favor personal freedom

democracy respect for rights responsibility tolerance respect for

gender generational ethnic social diversity identity gender

condition of migration and religious belief equality equality and

justice and the elimination of all forms of discrimination (p26)

8

The educational field has faced many changes during the years however

those changes have fostered students to start new changes among other

things an equal education as LOEI (2011) refers about Education for

democracy and the practices of human rights and promotes a culture of

peace transformers of the reality and creators of knowledge promoters

of interculturality equity inclusion democracy citizenship social

coexistence participation integration social national (p9)

In reference to the second language acquisition the Common

European Framework Reference states about the communicative

competence and its components linguistics sociolinguistics and

pragmatic moreover these component considered here from the point of

view of a given individual‟s communicative language competence relates

not only to the range and quality of knowledge but also to cognitive

organization and the way this knowledge is stored

Also CEFR (2003) refers communicative language competence is

activated in the performance of the various language activities involving

reception production interaction or mediation Those features are

required for making communication possible between persons being the

interaction a central role in communication Through the interaction the

students reinforce their knowledge promoting new experiences also called

prior knowledge

In addition CEFR (2003) provides characteristics necessary for oral

expression below

9

QU

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OF

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Can

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Can

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10

Source Common European Framework (2003)

Nowadays students have to develop communication skills in different

aspects and forms of the foreign language However the students need to

build confidence in order to acquire the sufficient conviction for developing

a skill since that a foreign language permit to express and understand

simple messages and function in everyday situations

Finally the education tries to take advantage in this technological

world using a variety of sort of resources This research project will have

as direct beneficiaries the students and teachers of the institution and the

indirect beneficiaries will be the students‟ parents and the community

11

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND

Oral expression is considered an important ability that a student has

to develop as a learner of second language Many people think that oral

expression is difficult to learn because students have problems to

communicate their ideas this can be signs of trouble organizing their

ideas doubts and labored speech provoking that oral expression could be

considered a privilege for native people or teachers

In addition oral expression can be enhanced though strategies that

the student has to follow in order to improve the skill Also applying

vocabulary activities will be a better way to improve oral expression since

that helps students to build their ideas Several authors have written a

huge variety of topics about oral expression and vocabulary such as

Meleacutendez (2013)of the University of Valencia has presented the doctoral

thesis Enhancing oral expression in English as a foreign language through

task-based learning and dynamic assessment where she mentioned the

use of dynamic assessment for helping students in their oral production

and Mounya (2010) of the University of Mentouri ndash Constantine has

defined the topic teaching vocabulary to raise proficiency in foreign

language that it explains the role of teaching vocabulary for enhancing

writing

However this research project is based on the influence of

vocabulary in oral expression being an innovative project using useful

strategies for creating a cognitive construction and help students to

improve oral expression

12

INDEPENDENT VARIABLE

VOCABULARY

22 DEFINITION OF VOCABULARY

When learning a new language vocabulary tends to be an

obstacle especially when the student has not been taught properly this is

totally necessary the interaction teacher-student and back Books

nowadays pays attention to abilities but do not to the reinforcement of

vocabulary of many topics real conversations are just that and is the

student that in that moment cannot hold that roll then vocabulary is an

essential aspect to be primarily taken into account for whatever the

productive skill is

(Barcroft Sunderman and Schmitt 2011) state that vocabulary

ldquorefers to all the words in a language the entire vocabulary of a languagerdquo

(p 571)

According to Barcrof etal(2011) the group of words that form a

phrase or paragraph has a meaning that helps a learner to comprehend a

language this makes understand that vocabulary is the heart of a

language

Consequently (Stahl2005p69) mentions that Vocabulary

knowledge is knowledge the knowledge of a word not only implies a

definition but also implies how that word fits into the world

Stahl (2011) argues that vocabulary knowledge is linked with the

world in fact Vocabulary is not a word definition only but a context that

describes a whole when dealing with certain topic the many words both

understood those ones that do not need to be repaired in deciphering and

13

not understood are the members of a world the world that any man has

ever exposed

Vocabulary is a critical component of language each word

constitutes the basis for sentences which serve to the purpose to

communicate ideas and express the speakers meaning ( Alqahtani

2015 p 25)

For Alqahtani(2015) vocabulary has essential stage in

communication it is the core of a language The heart of sending ideas so

others can perceive what a message is in concern It is not only important

for the emitter to send ideas but the receiver to understand them properly

This is when vocabulary has its connotation as it is used for transmitting

ideas for this both emitter and receiver must be synchronized with the

same vocabulary within the same language

In the same way Algahtani (2015) recognizes the essential

definition of vocabulary as a bank of words used in communication for

expressing thoughts of interlocutors For this it is important to assume that

in order this conception to be accepted Drilling is one of the techniques

teachers can use on students for acquiring vocabulary ( Alqahtani 2015

p 25)

ASPECTS OF VOCABULARY

(Swanson and Howerton 2007) indicates that the skills of

vocabulary acquisition and reading comprehension are key for second

language learners Indeed when students are taught vocabulary in an

explicit manner their reading comprehension improves (Beck amp McKeown

1991 Beck Perfetti amp McKeown 1982 National Institute of Child Health

14

and Human Development 2000) as cited by (Swanson amp

Howerton2007p290)

One of the main aspects for a vocabulary is the purpose for

showing learners to get along with what they started to learn When

learning a new language as it is shown in this paper with the English

language many situations can happen and one of those is the assimilation

of new words with totally awareness regardless the origin that is to say

that if new learner makes eye contact with a new word he or she does

not care where or who wrote it but just focus on that word for lately obtain

the needed information

According to Harmer (2000) the aspects of vocabulary are important in the

process of reading The aspects of vocabulary are word meaning

extending word use word combinations and grammar of words

24 WORD MEANING

(Georg kjoll 2010) mentions (Sperber and Wilson 1995) who treat

communication as a process governed by the search for

relevance(hellip)human verbal communication is risky and potentially

prone to errors so there can be no guarantee that speaker and

hearer will end up sharing identical thoughts as a result of their

interaction On this account successful communication need not

involve the exact reproduction of thoughts all that matters is that

the thoughts of speaker and hearer are similar enough for the

purposes of that particular interaction (Georg kjoll 2010p21)

Kjoll(2010) quotes that meaning in the way of human verbal

communication is most of the time directed to commit mistakes because

nobody can understand when dealing in interaction with the same

thoughts and if the receptive one receives a word that was emitted with

other intention the probabilities of understanding that word is 50 This is

15

because oneacutes own intended word might be held with other signification

that the receptor acquires with other point of view

In the same way Kjoll(2010) reinforces the idea that meaning of

words is up to the comprehension and the bond among people when

dealing a conversation where they are synchronized of the same topic

and with the same knowledge of it He sustains that

a class of words whose meanings are taken to vary greatly

depending on the situation in which they are uttered (Kaplan 1989

Perry 1997) The fact that a word or a sentence can seemingly

convey a number of different contents depending on the occasion

of use is often referred to in the literature as context-sensitivity

(Georg kjoll 2010p22)

The problem in vocabulary is the meaning since that there is many

words and everyday people create a new one Within word meaning there

are synonyms antonyms polysemy hyponymy and the superordinate

Words have often been called slippery customers and many

scholars have been distressed by their tendency to shift their

meanings and slide out from under any simple definition A goal of

some clear thinkers has been to use words in more precise ways

But though this is an excellent and necessary step for technical

jargon(hellip) It is not only that words are shifters the objects to which

they must be applied shift with even greater rapidity (Labov 1973

p 341) as cited by (Anderson amp Nagy2007p2)

The foregoing words refer to the idea of the information individuals

have about word implications and how this learning is gained and utilized

as a part of reading Drawing on logic phonetics and brain research and

also instruction the prior context endeavors to depict holes in learning

and discussions and to direct the thinking and confirmation for what can

be acknowledged as facts

16

Consequently Kjoll similarly sustains that

utterances(hellip)also illustrate the point that there is often a gap

between the linguistic meaning of a word or phrase and what it can

be used to convey on a particular occasion This gap needs to be

bridged if a hearer is to understand the speaker‟s meaning (kjoll

2010p23)

25 EXTENDING WORD USE

Words do not just have different meanings they can also be

stretched and twisted to fit different content and different uses The usage

of specific words in specific context depends on the level of word

apprehension English language learners only learn words by meaning but

not in context

For this (Susan and Wright 2014) reports that

word learning does not correspond to any change in the rate of

word learning but to a change in the rate of children‟s integrating

new vocabulary In other words it suggests that the vocabulary

explosion is byproduct of the variation in the time it takes to learn to

actually use words Although children are accumulating words at a

constant rate the written and verbal use of the words accelerates

(hellip) children demonstrate far greater capacity to understand

meaning before they are able to effectively express ideas in words

(Neuman amp Wrightp7)

The foregoing context deals with the acceleration the students get

along with new words and how they compare with their daily life But

learning words does not only depends on the acquisition of it but the

correlation they need to be held in the moment of certain context that is

the importance of constantly keep the attention of students into world of

extended words

17

26 WORD COMBINATIONS

(Mokhtar etal 2010) mentions Diamond and Gutlohn (2006) who

indicate that

(hellip) ldquoVocabulary knowledge is knowledge the knowledge of a word

not only implies a definition but also implies how that word fits into

the worldrdquo describes Stahl (2005) Vocabulary knowledge is not

something that can be fully mastered it is something that expands

and deepens over the course of a lifetime In learning English

language lexis or vocabulary is recognized as a vital factor for ESL

or EFL literary development (Coxhead 2006 Horst et al 2005 Lee

amp Munice 2006) That is L2 learners‟ lexical knowledge may

determine the quality of their listening speaking reading and

writing performances (Mokhtar etal2010p72)

Making reference to Mokhtar et al (2010) the knowledge of new

words does not only specify a unique definition of each word A word has

context and it has to be assumed according to it The expansion of its

meaning depends on the necessity of the purpose it was assigned this tis

the combination of words that are applied for any context with the only

condition to be applied properly if not it can divert the sense of the

context For that reason the learning of a word itself with the time become

a combination of new words that permit the assimilation of further

information

27 GRAMMAR OF WORDS

Communicative competence as paramount goal of Communicative

Language Teaching does not regard the role of grammar as

obsolete Teaching grammar and vocabulary must be integrated

into the model of communicative competence ldquoCommunication

cannot take place in the absence of structure or grammar a set of

shared assumptions about how language works along with a

18

willingness of participants to cooperate in the negotiation of

meaningrdquo Savignon 2002 7 as cited by (Grimm amp Meyer2010p4)

As Savignon(2002)cited by (Grimm amp Meyer2010p4) remarks

that grammar is not an antique practice it must be part of word learning in

order to have purpose for the universal communication Grammar permits

the structure of words or the scaffold of competent interaction beyond the

meaning of words grammar sustains the bunch of words is selected for a

determined dialogue

Foreign language learners will only produce language structures if

the processing procedures are available in the formulator ldquoThe

learner does not learn the target language structures in the

sequence in which they are presented by a teacher but rather in

the sequence in which the human language processor can handle

themrdquo Keszligler amp Plesser 2011 86 as cited by (Grimm amp

Meyer2010p7)

According to Savignon(2002)cited by (Grimm amp Meyer2010p4)

processing procedures are available in the context the message is

emitted The patterns that exist for the purpose of creating communication

does not depend on the teacher but in the way the young learner

apprehends sustains and creates it It is important for this to help out

students to develop inference and reasoning when dealing with new

words The positioning of them depends on grammar but the context of its

understanding is up to the studentsacute own criteria the one that will allow

them to expand knowledge in the way they want

Finally the grammar of words consists of the order of each word in

context or paragraph Within a speech it is easy to find nouns verbs

determiners prepositions adverbs and other relevant patterns that permit

to understand and analyze the context itself

19

STRATEGIES TO DEVELOP VOCABULARY

According to Swanson and Howerton (2012) to develop vocabulary

requires several steps that it represents keys for second language

acquisition promoting students‟ awareness in order to apply in class

The following steps as strategies to develop vocabulary are not but

a few of many can be and that authors can gather apart from the new

ones that are created during the teaching-learning process

Provide opportunities to read new words

Allow students the opportunity to choose from a wide variety of

materials such as magazines local newspapers pamphlets and

other literature of interest that covers a range of reading levels

Wide reading has been found to be an effective way to expand

vocabulary (Sternberg 2017p3)

To put it simply the more children read the more words they learn

Assuming Sternber(2017) the teacher should take advantage of the

many material he or she can find for the purpose of showing and have

their students learn vocabulary Nowadays the use of magazines local

newspapers and other just stay behind with technology In fact in modern

institutions students are allowed to use tablets to get along with

technology and so work together with new apps of which students are

surrounded by for the effect of dealing with vocabulary

Association with Pictures

According to Arias (2003) association with pictures is ldquohighly useful

for those learners who are visually orientedrdquo (p 118) This allows

visual learners to associate what they see or imagine to make the

words more memorable for them and to retrieve the words easily

20

from their long-term memory into a working memory (Thornbury

2004) as cited by (Peacuterezamp Alvira2017p106)

Helping students develop complete knowledge of a vocabulary

word is important if they are to remember it over the long term Using word

maps gives students an opportunity to think of a word in a variety of ways

See Figure 1 for an example of a word map (Sternberg 2017)

Word Cards

Word cards are useful tools to promote deliberate vocabulary

learning effectively and to facilitate the learning of large numbers of

words in a short time and the ability to recall them for a very long

time (Mastropieri amp Scruggs 1998 Nation 2008) Studies have

demonstrated the effectiveness of using word cards with students

with or without disabilities (DeWitt 2010) and have provided useful

guidelines to develop and organize this strategy (Nation 2001

Pressley Levin amp Delaney 1982) In this regard Nation (2008)

indicates how to train students on how to choose new words to

avoid interference (Peacuterezamp Alvira2017p106)

Mind Mapping

Mind mapping is a pedagogical technique that involves creating

diagram for visual presentation of ideas The mind mapping

diagram is focused on a main concept which is placed in the center

and therefore certain ideas words or even phrases related to the

main concept can be connected (Rabeka 2014) In other words it

is a graphic organizer in which the major categories radiate from a

central idea and sub-categories are represented as branches of

larger branches(Jafari et al2017p3)

21

Provide context

Engage in a preview strategy whereby the teacher provides introductory

material prior to reading Previews begin with a few statements designed

to capture the students‟ attention and make a connection between what

they already know and what they are about to read Next ask a discussion

question to promote student involvement followed by a brief overview of

the upcoming reading selection (Chen amp Graves 2012)

Use new words outside of class

The more students realize how words can be used in different

settings the more likely they are to use new vocabulary words outside the

classroom (McKeown amp Beck 2011p5)

Utilizing words learnt in the class outside corresponds the first

exercise to be done after the learning of words For this in an EFL class

the teacher should put emphasis in preparing and considering the

challenging of students to find the ways in which new vocabulary words

are used outside of the class it is essential to rescue that this conception

must not be taken literally however it would be a good strategy depending

of the ability the teacher has to strategically enjoin the students to learn

practice and use the words they learnt in class

Understand language

In such a diverse world teachers must understand language Every

year more teachers encounter more ELL students Having linguistic

knowledge of English and the relationship between English and other

languages will benefit every teacher and every child (Dutro amp Moran

2015nd)

22

The more opportunities for saying using reading and writing the

words the more likely the words will stay with students Select an

appropriate number of words to learn and create activities that provide

multiple and diverse ways of practice

Idioms are not universal

Idioms can be very confusing to ELL students Literally

understanding precedes higher-order thinking Initially be mindful of

the idioms used in casual classroom conversation When teaching

idiom ask students about the idioms common in their language as

a way to move away from literal to figurative understandings of

words (Sternberg 2017p7)

Idioms are not vocabulary they are confusing especially with

young learners and they are used in specific situations and can be

adapted to others for establishing a fun a conversation In fact idioms are

not universal they are members of unique place or town For its learning

the teacher must be careful when being ready to be taught then the

students to feel surprised for its usage it is not recommended to start

teaching idioms in current English learning

Ask students what they need to know

Older students may be more willing to express what it is they need

to know in English but younger students are also aware of what

they do not understand even if they do not express that confusion

When working on conversational skills don‟t be afraid to ask them

what words they would like to learn how to say in English

(Sternberg 2017p8)

23

Assuming Sternber(2017) it is a good thing to allow students

decide eventually what they would like to learn specifically in

conversations it is recommended It would be a good opportunity to gain

confidence and have them learn new words in the way they long

Practice in a safe environment

Make the environment where vocabulary is practiced as

comfortable as possible When students are fearful of criticism they

are less likely to attempt practice even if they know the word

Never use the phrase ldquoWe speak English hererdquo This discounts

what a child knows and discourages practice (Sternberg

2017p8)

Confidence is essential in the EFL classroom the students should

feel comfortable and if donacutet make it possible to be Procure students elicit

what they know especially when speaking Pay attention that with new

words the students learn pronunciation stress and meaning

PRINCIPLES OF VOCABULARY DEVELOPMENT

Promote Meaningful Talk

Research on early childhood and vocabulary learning shouts the

importance of talk listening to others talk and creating our own oral

texts (hellip)Meaningful talk is crucial to language development and

childrens ability to speak think understand read write and

communicate Children learn words by hearing them used in

diverse contexts by asking adults questions about words to clarify

their understanding and by discussing them with peers and

teachers (Ferlazzo2015pnd)

24

For Ferlazzo(2015) vocabulary is not the old school of saying

words out loud and repeating until it is stuck Meaningful learning of words

is crucial when it is assimilated in the context of formal and practical

conversations where the teacher has created yet a moment to practice

exactly after having been taught

Study Word Parts Roots Prefixes Suffixes

Knowing the meanings of Greek and Latin roots and constructing a

set of words related to a root enlarges students vocabulary and

knowledge of word relationships From the Latin root spec come

words such as inspect inspector spectator spectacle perspective

circumspect introspective and retrospective Tim Rasinski points

out that students learn 1000 to 4000 words a year The study of

roots prefixes and suffixes can enlarge students vocabulary (hellip)

(Ferlazzo2015pnd)

According to Ferlazzo(2015) learning roots such as suffixes and

prefixes vocabulary learning become easy to be learnt as students

address they sight to how they are formed This type of learning can result

a bit tedious if not well assigned nowadays students are more likely to

technology so the teacher must be attentive to it even for taking

advantage of

Instruction of techniques

Teachers must offer direct instruction of techniques or procedures

for developing a broad and varied vocabulary This instruction can be

provided both formally through the language arts program and informally

through various classroom interactions-such as story time-with students

(Laflamme 2015pnd)

For Laflamme(2015) techniques instruction are necessary during

the class it is essential to maintain an organization of them when dealing

25

with students In class nothing can be played adlib in fact improvisation

mostly sets up to failure besides the students are always aware of any

misstep by the teacher for what it is necessary to establish patterns for

not be occurred

New vocabulary

If meaning is lacking the chances are pupils will memorize terms

and concepts for testing purposes only or largely (Ediger2011p 2)

New vocabulary terms must be associated with studentsacute past

learning and encounters On the off chance that students cannot

contextualize new words by appending them to words and ideas they as of

now comprehend the words will probably have small significance to them

Vocabulary in context

Students should be able to contextualize the vocabulary terms they

have learned and use them in society (Ediger 2011 p 7) In order for

students to do this successfully they must first learn to become

comfortable using these words in the classroom Students should be

required or encouraged to incorporate new vocabulary terms into their oral

and written reports and presentations

DEPENDENT VARIABLE

ORAL EXPRESSION

To be good communicators in the oral expression from the

perspective of either emitters or receptors consists of having developed a

competence that suppose a dominion of intergraded oral communicative

skills Oral expression results complex to be estimated but it is worthy to

understand that it is more than interpreting acoustic sounds organized in

26

linguistic signs regulated by a more or less complex grammar (Ramirez

2002p58)

For Ramirez (2002) oral expression is a complex ability that does

not only consist of getting along with words assimilation and the way they

are interpreted but a difficult task because it is involved listening writing

speaking and a numberless of external facts that make this ability the

mother of the skills

Similarly Ramirez(2002) indicates that oral expression is to

interact with others is to interchange communication share ideas or

feelings and try to reach extreme contexts it is to decide and to behave in

consequence (p59)

Consequently (Herrera D and Gonzaacutelez M 2016) mentions

(Gordillo2011) who defines oral skill as

the capacity of expressing oneself verbally for communicating

based on the linguistic rules of a language It is divided into two

complementary skills listening (the receptive skill) and speaking

(the productive skill) both of them are produced within a

communication act in which the speaker and listener communicate

among themselves not individually (Herrera amp

Gonzaacutelez2016p75)

In the conception of Gordillo(2011) as cited by Herrera amp Gonzaacutelez

(2016) oral skills in the way of oral expression is based on rules

grammar assertiveness and other elements that correspond to

communication per-se With this it is important to mention that

communication does not only have to do with the interaction of two but

large amount of people as lecture with large quorum this is the reason

27

why the oral expression is elegant and important and the students need to

know about it for integrating the skill into their future life of the students of

eighth year at Teodoro Alvarado Oleas high school

In the same way for (Cantoacuten M and Peacuterez B 2017)

the oral expression turns into a way of expression for the thought

and at the same time it feeds back and develops by means of the

linguistic function (Vygotsky 1992 Piaget 1983a 1983b Pinker

2003) ldquoSpeaking is having something to say and to be able to say

it to find the words to construct the phrases well to give them their

own expression Then it is when the communication is easy

always considering as everything what is said how it is said and to

whom it is saidrdquo (Aymerich 1971 p 61) As cited by (Cantoacuten amp

Peacuterez 2017p57)

For (Vygotsky 1992 Piaget 1983a 1983b Pinker 2003) as cited

by (Cantoacuten amp Peacuterez (2017) the oral expression is not pure communication

but an amount of skills that take the peers into a world of sensations that

more than interacting reflexes concerns anxieties misgivings that involve

the brain to be attentive to immediate solutions and decisions

Finally Nunan (2003) defines that ldquospeaking consists of producing

systematic verbal utterances to convey meaningrdquo (p48)It is one of the

productive skills that permits to communicate each other in formal and

informal settings

Honoring this work and with the purpose of creating an emphasis in

the oral expression it is worth mentioning the referral the CEF (Common

28

European Framework ) cited by Cantoacuten amp Peacuterez (2017) dealing with the

communication learning who quotes as follows

the Council of Europe with the creation of the Common European

Framework of Reference for Languages learning teaching and

assessment (2002) for the unification of directives in the learning

and education of the languages proposes orientations by means of

linguistic guidelines to achieve the communication in the teaching-

learning process of a language (p59)

THE IMPORTANCE OF ORAL EXPRESSION

The oral proficiency is not but all the abilities put together for

enhancing a well sustained among people or face to face communication

It is rather than a simple knowledge a compound application of dexterity

where are shown and is noticed in the moment of interacting It is not

limited only by vocabulary and knowledge of structure as Fisk (1969)

mentions but a hemorrhage of confidence of the utilization of knowledge a

person might have For what with this it is essential to let know the

purpose of this work within the utilization of vocabulary for the

improvement of the oral expression to the students of eighth year at

Teodoro Alvarado Oleas High School

The application of the oral expression goes beyond organization

and pragmatism as Bachman(1990) suggests because two components

are not only needed for proposing a good communication then the

importance of it for creating interaction At schools the teaching of English

as a foreign language is not well addressed to students the importance of

preparing a good curriculum is preponderant with the necessary

adjustments that permit the understudies to take advantage of this

universal language but with accuracy and excellent performance that

29

demonstrate the capacity of expressing ideas concerns and high position

of opinion and judgment

(Ramelan2002) says that All human being whenever they live

always speak language although they do not have any writing system to

record their language From the statement above it can be concluded that

speaking is very important in mastering foreign language (p13)

The human being is born for expressing their ideas when exists a

dialogue there is an interaction and it is part of a daily life Every person

produces tens of thousands of words which daily involves a complex

process

For long the oral aspects have been poorly seen and taught as a

priority in teaching the English as a foreign language at schools in

Ecuador specifically in the Guayas province in Guayaquil despite the

effort of former governs it has not been paid attention As (Abu and

Maarof 2011 Cerezo 2007 Padial and Tapia 2007) sustains ldquoThe

development of the oralaural aspects of communicative competence not

always been a priority in teaching foreign languages as can be seen in

many not-so young generations of learners and in older textbooksrdquo

Consequently the Common European Framework of Reference for

Languages (CEFR) (Council of Europe 2001) many institutions

teachers and educational authorities have updated their views on

the development of oralaural competence in Europe and in Spain

(Littlewood 2007 Roldan et al 2009) This change has affected

the notion of what language teachers are supposed to teach which

has shifted from a set of concrete grammar-based notions to a

30

series of communication-based competences involving the

oralaural skills (Luque2017p108)

According to Luque(2017) who mentions the CEFR at present all

kind of English teaching is been sponsored and supervised by the CEFR

it means that no institution can form English teachers without having a

certification that accredit their formation In the same way with this it is

understood that the students of EFL must be taken in consideration of all

the requirements and strategies for learning properly The competence of

learning English does not only involve patterns of ancient learning but the

E learning with technology to be applied for the well comprehension and

apprehension of the subject itself important thing that needs to be applied

at Teodoro Alvarado Oleas High School within the students of eighth year

Komba(2018) quotes that the skill of communication more than

being natural is learnt in specific institutes places where dedication is

aimed at first instance to the pupils He remarks that

the knowledge and skills include those which are concerned with

problem-solving information and communication technology

administration and management science and technology research

and languages (Komba 2012) Such knowledge and skills can be

acquired in schools institutes colleges and universities through a

given medium of instruction which facilitates communication among

the involved parties (Komba2018p497)

For Komba(2018) the skills of a new language learning must be

supported by the management of technology that permits a complete

education that enables the learners to carry on with the learning of a new

language

31

Today English has become the main means of communication in

fields such as education medicine and business and

cinema(hellip)students who study English as a Foreign Language

(EFL) need to improve their proficiency in the language to be able

to communicate with other people(hellip) More than written

communication oral communication has a greater communication

in that it helps to communicate with the rest of the world

(Masturaoum 2011) As cited by (Tchagnonhou amp

Hounyetin2017 p56)

According to Tchagnonhou amp Hounyetin(2017) the importance of

learning the English language deserves the total attention as it has

become universal whatever in any fields that requires the attention of the

language itself especially with the oral competence that comprises a

whole world of ability applications

When communication is effective it leaves all parties involved

satisfied and feeling accomplished By delivering messages clearly

there is no room for misunderstanding or alteration of messages

which decreases the potential for conflict In situations where

conflict does arise effective communication is a key factor to

ensure that the situation is resolved in a respectful manner How

one communicates can be a make or break factor in securing a job

maintaining a healthy relationship and healthy self expression

(Falety2017pnd)

Falety(2017) indicates that the oral expression is pure

communication and has to be clear and neat for a message can be

accepted properly without misunderstanding He also indicates that when

conflicts are at hand communication can ensure the situation that is the

way one can manage the oral expression which means that even in

strong situations a person can give solutions

32

CHARACTERISTIC OF ORAL EXPRESSION

The oral expression as it has been defined before in the prior lines

as the complete activity of human kind for communicating one another

besides the intrinsic and spontaneous way of being used can be

optimized with a systematic pattern that allows the whole and complete

adaptation of its use since it permits to interphase with extraordinary

performance for what it is necessary to highlight some aspects that for a

serious communication must be taken into account especially when

dealing with this work that is intended to reestablish the well

comprehension of communication of the students of eighth year at

Teodoro Alvarado Oleas

Pronunciation

Pronunciation refers to the ability to use the correct stress rhythm

and intonation of a word in a spoken language (hellip) Pronunciation

accuracy affects non-native Chinese learners‟ confidence in their

oral production However previous research has shown that

improving pronunciation in the foreign language classroom is

challenging and there is often little time left over in a dense

curriculum for pronunciation practice (Antildeorga amp Benander 2015)

As cited by (Ying S2017p24)

For Ying(2017) pronunciation comprises a large amount of quality

of the speaking a new language something that has to be taken into

account especially with young learners that really want to learn the English

language At Teodoro Alvarado Oleas high school it is important to

underscore the correct teaching of the EFL highlighting the pronunciation

33

In the same way (Hornby2010) defines pronunciation as the way

in which a language is a spoken a word is pronounced (p669) It means

that pronunciation is an important part of language including its aspects

like accent stress and intonation

Grammar

Communicative competence involves knowing how to use the

grammar and vocabulary of the language to achieve communicative

goals and knowing how to do this in a socially appropriate way

Communicative goals are the goals of learners‟ studying English

language So grammar teaching is necessary to achieve the goals

(Zhang2009p184)

For Zhang(2009) grammar is necessary as the rules and

organization one must express ideas With a good grammar application a

person can notice at once that a person has learnt for surviving rather than

for success In social life grammar makes one see oneacutes high industry

which makes of the learnt a tribute of how prodigious a learner might have

been

For Hornby(2010) grammar and pronunciation have a close

relationship within language In addition to the sound system learners

must be taught by using a structure system of language Learners must be

given insights into word order inflection and derivation into the other

meaningful features of the English language It will help students to speak

fluently

34

Vocabulary

In learning new language learners would apply as many strategies

as possible in order to master the target language in the shortest

time possible Most of the strategies practiced are usually focusing

on the vocabulary acquisition The reason is that vocabulary is the

smallest unit learners need to know in order to use the target

language properly (Ngan-ha 2007 Deighton 1971 Kurniawan

2009 Milton 2008 Seville 1976) Learners must attain a certain

level of vocabulary knowledge in order to understand the written

and spoken forms of the target language (Ngan-ha 2007) This is

why Long and Richards (2007) regard it as bdquothe core component of

all the language skills‟ As cited by (SalinaI etal2018p120)

Vocabulary is essential as SalinaI et al(2018) mentions the more

words one knows the more language can be spoken Vocabulary is

important since without it ideas cannot be sent

(Hornby2010) in the same way affords that vocabulary is range of

words known or used by a person in trade or profession (p979) If

students have a good background of vocabulary it will be easier for him or

her to express properly at any time

Fluency

Reading fluency is defined as the skill of reading a text fast

accurate and with an appropriate expression (NICHD 2000)

Rasinski(2004) noticed that comprehension should be included into

this definition A reader with fluent reading makes reading effortless

35

by using appropriate meaning units and immediately recognizes

words As the students with fluent reading makes an automatic

reading they know how to associate words quickly in order to

comprehend text (Tankersley 2003) Cited by

(Kocaarslan2017p40)

Kocaarslan (2017) regards fluency as the skill to solve

understanding a fast way As it is spoken when reading a text fluency

permits the comprehension of words at the same time it is being

visualized Similarly Hornby (2010) defines fluency as the quality of

being able to speak smoothly and easily (p330) This appreciation of

Hornbyacutes must be interpreted that someone can speak without any

hesitation Being fluent even though he or she makes errors in

pronunciation and grammar

Self-Confidence

Self-confidence becomes an important factor in the speaking

learning process A student with good grammatical and vocabulary

master usually has a big confidence to express ideas suggestions

or answer questions This student feels confident because he or

she thinks or knows to say and how to express ideas or thoughts

(Hornby 2010p330)

Speech conditions

Speech conditions refer when the learner is able to tell something

with fluency about any topic but this process is divided in three

categories cognitive factors affective factors and performance factors

(Thornbury2009 p25)

Assuming the prior content in the same way Thornbury(2009)

defines the following

36

Cognitive factors

a- Familiarity with the topic

b- Familiarity with the genre

c- Familiarity with the interlocutors

d- Processing demands

Affective factors

a- Feelings towards the topic andor the participants

b- Self-consciousness

Performance factors

a-Mode

b-Degree of collaboration

c-Discourse control

d-Time pressure

e-Environmental conditions

Thornbury (2009 p25)

Psychological foundation

In the psychological foundation several authors claim the

importance of psychology in the educational field promoting several

assumptions in relation to learning as Gagneacute 1955 as cited by (Manjale

2014p5) in his theory Conditions of Learning expose the main features

require in the process of learning below

37

Gaining Attention

Attention is defined by (Slavin2009 p160) as ldquoactive focus on

certain stimuli to the exclusion of othersrdquo Learner‟s attention in the

teaching learning transaction is very important ingredient for effective

learning yet it is a limited resource Some basic ways of commanding

attention of the learners include the use of novelty as is often done with

animation a demonstration or some unexpected events (Gagne et al

2005)

(Slavin2009 p 160) suggests that additional ways to gain students

attention in class include usage of cues that indicate ldquothis is importantrdquo by

raising or lowering voice to signal that critical information is about to be

imparted application of gestures repetition and body position introducing

lesson with demonstration in order to engage students‟ curiosity and

informing the learners that what follows is important

Informing the learner of the objective

Objectives tell students what final performance is expected a state

which provides expectancy and curiosity among the learners (Gagne et

al 2005 p 196) has it that ldquopresenting students with learning objectives

communicates an expectation of the knowledge and or skills they are

expected to performrdquo It also argued that ldquostudents cannot tell when they

have accomplished a learning task and experience the satisfaction of that

accomplishment unless they know what final performance is expected of

themrdquo (Slavin 2011 p 481) Therefore this calls upon teachers in the

instructional processes to clearly state specific objectives that their

learners are intended to meet

Stimulating recall of prior learning

38

Prior learning is the fundamental pillar of the idea of ldquofrom known to

unknownrdquo (Tuckman amp Monetti 2011 p 481) contend that ldquoit is the old

information and the new information combined that enables an attentive

expectant student to achieve mastery of a taskrdquo (Slavin 2011 p 481)

maintains that ldquonew learning invariably builds on prior learningrdquo and

maintains that the success of new learning will depend on three factors

whether the necessary prior learning has already taken place the student

knows what prior learning to try to remember and apply and that the

student can remember the necessary prior learning

Presenting the stimulus

Stimulus (stimuli in plural) is an environmental condition that

activates the senses The senses of the learners must be activated for

effective learning to take place (Slavin 2009 p 129) It is ldquoan activity or

information that presents the content of what has to be learnedrdquo (Reiser et

al 2007 p 41) In an attempt to present the stimulus ldquothe teacher must

determine what new stimulus information is required by an objective and

how to present that new stimulus information so that students can

perceive and retain it (Tuckman amp Monetti 2011 p 481)

Pedagogical foundation

Pedagogy is a discipline that involves theories and practices based

on important theories of learning such as the mental-discipline theory that

the main justification for teaching anything is not for itself but for what it

trains intelligence attitudes and values The naturalistic theory refers the

39

child develops inevitably as a product of nature and the main function of

the teacher is to provide the optimum conditions for that development

That view leads to the theory that the child‟s experience is the essential

thing Apperception theory assumed that human learning consisted

essentially of building up associations between different ideas and

experiences (Peel2017)

These theories were analyzed and there was one thing in common

that constitutes a stimulus of learning associated to behaviorism The

behaviorism states a passive learning responding to environmental stimuli

through positive reinforcement and negative reinforcement depending of

the reinforcement the learning is acquired The cognitivist revolution

replaced the behaviorism Cognitivism assumes the mental process such

as thinking memory knowing and problem-solving necessary for a

symbolic mental construction (Peel2017)

The constructivism posits a new perspective in the educational field

that the learner is the constructor of his learning using a prior knowledge

linked to new information The constructivist model of teaching enables

learners to construct knowledge whether this construction reflects

objective realities or the construction is perceived to sharpen one‟s

cognitive development for acquiring higher level intellectual development

or the construction of knowledge should happen in a social interactive

setting with the mediation of individuals (Woolfolk 2007)

One of the popular constructivist pedagogies is named

scaffoldingrdquo It is a technique whereby the teacher models the desired

learning strategy or task then gradually shifts responsibility to the

students The metacognition in problem solving are quite similar to a

scaffolding teaching approach which the teacher conceptualizes how the

learners can be guided to use skills and develop strategies to learn they

offer assistance based on the ability insufficiency and inexperienced

40

condition of the learner and little by little seeing the progress of the

learners the teacher signals the learners to take full responsibility in their

work (Bick 2013)

Scaffolding activities can be very useful in learning They used to

make use of prior knowledge to solve a problem which is unfamiliar to

them They may think of a similar but simpler situation and manage their

own self-regulating mechanism which enables themselves to grasp new

skills and knowledge gradually and finally they can handle the new task

satisfactorily Scaffolding support that is commonly used by teachers

include modelling coaching contextual support asking ldquoleading

questionsrdquo giving away parts of the solution (Bick 2013)

The researcher of this project takes into account all the theories

explained in this chapter and it recognize that the constructivism is the

best learning theory that it has to be applied in a classroom The teacher

has to be a guide to their students promoting proper strategies to improve

oral expression through vocabulary development authentic experiences

where the learner gain confidence and motivation to embark on more

complex challenges

Sociological foundation

From a socio-cultural perspective learners early language learning

arises from processes of meaning-making in collaborative activity with

other members of a given culture This theory is based on three points the

zone of proximal development private speech and make-believe play

41

these features were establish by Vygotsky (1978) Mitchell and Myles

(2004)

The zone of proximal development is the distance between the

actual developmental level as determined by independent problem solving

and the level of potential development as determined through problem-

solving under adult guidance or in collaboration with more capable peers

(Vygotsky 1978 p 86)The author refers that the learner is able to solve

any problem through the teacher and peer collaboration The learner has

to follow a step-in order to achieve the goal The effective interaction with

others bring the acquisition of learning also the environment represents

an advantage in this case because it flourish the learning (McLeod 2012)

Private speech takes place when children talk to themselves It is

the process of privatizing speech that higher forms of consciousness arise

on the inner plane and in this way our biological capacities are organized

into a culturally mediated mind Through relationships with more capable

people children get information and use that understanding in their private

speech

Make-believe play as an important part of child development

Children use make-believe play to test multiple skills and achieve

important cultural abilities Vygotsky suggested that as children take part

in made up situations they learn how to act in agreement with their internal

ideas not just external ideas During play children put themselves into the

adult roles of their culture and practice how they will act in the future

Legal foundation

This foundation is based on Constitution of the Republic of Ecuador

(2008) that establish some laws about education in its article 347

1 To strengthen public education and coeducation ensure on

going quality improvement expansion of coverage physical

42

infrastructure and equipment necessary public educational

institutions (p 6)

9 Guarantee the system of bilingual intercultural education which

will be used as the main language of education of the respective

nationality and Castilian as the language of intercultural relations

under the guidance of public policy of the State and with full respect

for the rights of communities peoples and nationalities (p 7)

Art 1 Ambit - This Law guarantees the right to education

determines the general principles and purposes that guide the

Ecuadorian education under the Good Life intercultural and

plurinationality and the relationships between its actors Develop

and deepen the rights duties and constitutional guarantees in

education and establishes the basic regulations for the structure

levels and modalities model management financing and

participation of stakeholders in the national education system (p8)

Art 2 - Principles n Learning Community - Education is among

those concepts that society recognizes as an entity that learns and

teaches and is based on the learning community among teachers

and students considered as places of social and intercultural

dialogue and exchange of learning and knowledge (p 9)

This thesis is based on the objectives and strategic guidelines of

the National plan for Good Living objective 44 paragraph a (2013-2017)

this aspect responds to Strengthening the quality standards and

processes of accreditation and evaluation at all educational levels

corresponding to the objectives for Good Living based on criteria of

national and international excellence (p 170)

43

In this policy the National Plan for Good Living believes that

education is an essential component of good living and helps to improve

and develop knowledge at all levels simultaneously with educational

values in order to prepare excellent professionals

CHAPTER III

METHODOLOGY

31 DESIGN OF THE INVESTIGATION

44

The design of the investigation requires the application of many methods

paradigms and techniques in order to provide reliable information as

Kumar (2011) refers

Research is one of the ways of collecting accurate and sound about

the effectiveness of your interventions thereby providing you with

evidence of its effectiveness and with the use of techniques and

procedures developed by research methodologists to consolidate

improve develop refine and advance clinical aspects of our

practice to serve our clients better (p25)

In other words a research is the way to find answers based on methods

and scientific expectations for testing the information that it would be

validated for the researchers The researchers of this project have applied

qualitative and quantitative research for compiling the information For

Kumar (2011) expresses a qualitative research as an unstructured

approach because it is flexible in relation to the problem or attitude toward

an issue

This project refers about qualitative research in the use of interviews and

observation that they are a flexible tool for acquiring more details for the

issue without any statistical method in order to obtain results The

quantitative research as Kumar (2011) states that a structured approach

everything that forms the research process ndash objectives design sample

and the questions that you plan to ask of respondents (p31) Moreover

quantitative research involves statistical way to analyze the data This

project applied a survey that it brings specific information of the problem

and requires a statistical way to analyze the variables

32 TYPES OF INVESTIGATION

DESCRIPTIVE INVESTIGATION

45

According to Burns and Grove (2003) cited by Agnes (2015) the

descriptive research ldquoattempts to describe systematically a situation

problem phenomenon service or programmed or provides information

about say the living conditions of a community or describes attitudes

towards an issuerdquo(p30)

For the purpose of this study descriptive research was used to obtain the

problem of this investigation where it was found through the observation

class how is the English class developed naturally

EXPLORATORY INVESTIGATION

According to Polit et al (2001) cited by Agnes (2015) explorative studies

are undertaken when a new area is being investigated or when little is

known about an area of interest It is used to investigate the full nature of

the phenomenon and other factors related to it In this study the opinion of

the English teacher through the interview

33 POPULATION AND SAMPLE

For the preparation of this research the population is the parallel bdquoA‟ of the

eighth grade of Basic Education the sample is the entire population and

the results were determined by surveys observation and interview before

mentioned

Table 2

Population Sample Percentage

45 students of parallel lsquorsquoArsquorsquo eight

45 students of parallel 99

46

A Teacher bdquo‟A‟‟ eight 1

Total 100

34 MATRIX OF OPERATIONALIZATION

VARIABLES DIMENSIONS INDICATORS

INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind

Provide opportunities

to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary


Practice and repetition

Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo

explicit instruction in

specific words

selecting vocabulary

words

use of context to

47

determine word

meaning

Source Daniel Alvarado Buenondash Servio Enriquez Elaborated By Daniel Alvarado Buenondash Servio Enriquez

DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression

Characteristic of oral

expression

Speech conditions

Definition

The importance of or

al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors

Source Daniel Bueno Alvarado ndash Servio Enriquez Elaborated By Daniel Bueno Alvarado ndash Servio Enriquez

35 METHODS OF THE INVESTIGATION

The methods of investigation used in this project there are below

48

Historical method

According to Walliman (2011) This aims at a systematic and objective

evaluation and synthesis of evidence in order to establish facts and draw

conclusions about past events (p9)

This method refers about the background of the problem such as

documentary sources or articles of the past The researchers of this

project consider the past events of the problem in order to find the

solution

Correlation method

Walliman (2011) refers this design is used to examine a relationship

between two concept (p10) So this method has relation with two

features such as independent and dependent variables The authors of

this research take into account vocabulary and oral expression as their

variables of investigation

Bibliographical method

Aswegen (2010) mentions the importance of bibliographical method in a

research since that it provides knowledge some bibliographical sources

can be books serial publications periodical indexes abstracting journals

and full-text databases

The point of view of the researchers about this method is a main feature

that it is suitable information for a research project using scientific sources

in order to bring a proper validity to the research

36 TECHNIQUES AND INSTRUMENTS

49

The techniques applied in this research were observation survey and

interview

The observation is an unstructured tool since that it does not require

several instruction for performance it (Walliman2011)

The survey is an instrument applied in most of the project because it

provides specific information about any problem (Walliman2011)

The interview is a group of open questions that it could not analyze them

through statistical methods (Walliman2011)

Empirical instruments

Observation guide

The observation guide was applied in students of 8th at ldquoTeodoro Alvarado

Oleasrdquo High School during an English class the researchers observed

several insuffiency in students in relation to oral expression and

vocabulary The observation guide helped to the researchers to find the

problem and provides some ways to solve the problem

Survey Questionnaire

The survey questionnaire was applied to students of 8th grade Students

felt nervous for performing this technique but the researchers made

students felt reliable when they explain the objectives of this technique

Interview Questionnaire

The interview was applied to the English teacher The interview consisted

in 8 questions about the two variables and the proposal The English

teacher considered this project as important study moreover the proposal

was another point of relevance because technology sources generate

students‟ interest

37 DATA ANALYSIS

50

371 SURVEY

1 The current knowledge of English guarantee a high level of

proficiency in the oral expression

Table 1

Code Frequently Percentage

Question N-1

Strongly agree 5 11

Agree 15 38

Neither agree nor disagree 5 11

Disagree 17 33

Strongly disagree 3 7

Total 45 100

Source Students grade 8th ldquoTeodoro Alvarado Oleardquo High School Authors (Bueno and Enriquez 2018)

Graphic 1


ANALYSIS

In this graph the majority of students agree with the statement

the 38 that the current knowledge of English guarantee a high level of

oral expression the 11 strongly agree with the results so the 7

strongly disagree in this case students notice that oral expression is

important and acquiring more current vocabulary enhance this skill

2- Have too much motivation to develop the oral expression

11

38 11

33

7

Strongly agree

Agree

Neither agree nordisagree

Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS

The results were that students strongly disagree with the

statement with 40 but 24 of students agree with the survey and the

2 strongly disagree In this statement reveals the level of interest in

students of 8th grade and the necessity to enhance motivation to learn

more vocabulary for fostering oral expression

3- Express with fluency and coherency your informal ideas in

classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3

Strongly agree 10 22

Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS

This graph students disagree with the statement with 51 where

they couldnacutet express their ideas with fluency and coherency also a group

of students strongly agree with 22 Moreover students need to be

involved in more activities of oral expression for acquiring the fluency and

accuracy

4- The teachers of the English subject use charts flashcards to teach the language

22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS

The results were that 51 of students disagree with the statement

about the use of didactical resources by the English teacher and 9 of

students strongly agree So the use didactic material helps students in the

process of enrichment of knowledge also each student learns in a

different way

5- Have you ever had the opportunity to use new vocabulary in your conversations

9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS

In this graph students do not have the opportunity to use new

vocabulary in their conversations where 56 of students disagree 22

neither agree nor disagree and 4 strongly disagree Students need to

practice their vocabulary in order to use like native speakers

6- Do you consider that itrsquos easier to learn new vocabulary

Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS

In this graph students consider that learn vocabulary is easier for

them with 42 strongly agree but 33 disagree with the statement also

the 9 neither agree nor disagree with the statement The results show

that students are able to learn vocabulary without any problem

7- There is a difficult to comprehend a dialogue among nativersquos

speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS

Students agree with 67 where there is a difficulty to comprehend

a dialogue among native‟s speakers also the 7 disagree with the

statement and the 11 strongly disagree The conclusion for this graph is

that students have to practice more activities for oral expression

developing vocabulary in order to comprehend better the native‟s ideas

8- Do you think that your teacher gives proper strategies to improve

vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57

Source Students grade 8th ldquoTeodoro Alvarado Oleardquo High School

Authors (Bueno and Enriquez 2018)

Graphic 8



ANALYSIS

In this graph students disagree with 53 moreover another group

of students strongly agree with that statement with 20 and the lowest

group strongly disagree with 9 In this case students need to learn more

strategies for oral expression so the teacher is the person who has to

guide students to improve their skills

9- Do you consider that learning vocabulary help you to improve the

level of proficiency in oral expression

20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS

In this graph students strongly agree with the 51 that learning

vocabulary help you to prove the level of proficiency in order expression

but another group of students disagree with the statement with 20

Moreover the 16 is strongly disagree In this case students realize that

vocabulary is important to develop another skill

10- Do you think that you need more practice in oral expression

51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS

In this graph students strongly agree with 58 if students need to

practice more oral expression activities where the 16 disagree with the

statement and the lowest result is 7 that students agree with the

sentence In addition developing a skill requires an effort and students are

able to pay attention to improve this skill

11- Consider that the vocabulary is necessary to learn in order to

express the ideas with fluency and clarity

58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code

Frequently Percentage

Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS

The results were that students strongly agree with 38 that

vocabulary is necessary in order to express the ideas with fluency and

clarity also students strongly disagree with 24 and the lowest group of

students neither agree nor disagree with 4 Students need to develop

more vocabulary through games that activate student‟s attention

38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61

12- Do you consider that teachers of the institution must to apply

more strategies of how improve vocabulary in order to encourage the

oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS

In this graph students strongly agree with the statement with 62

but the 18 strongly disagree with the statement Students consider that

teachers of the institution must to apply more strategies of how improve

vocabulary in order to encourage the oral expression

62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS

The chi square is a tool related to the relation between variables also this

research project based on two variables such as oral expression and

vocabulary have demonstrated to have a relation between them It refers

that there is a difficulty in oral expression by the lack of vocabulary

63

39 The interview

1 Which are the most common problems that the students show to

develop the oral expression

The English Teacher said that students could not express their ideas

properly lack of vocabulary do not understand oral activities in class

2 Consider you that is appropriated to enhance vocabulary in order to

develop the oral expressions why

The Teacher expressed that vocabulary is one the requirements for

developing oral expression without vocabulary it‟s impossible the

communication each other

3 Do you consider all the didactic resources to develop of the oral

expression

The Teacher said that he did not consider all the resources One factor is

the time and another factor is the number of students in the classroom

4 Consider you that vocabulary is important so that way the students

can express their ideas

Teacher expressed that they have a difficulty in this skill

5 How do you frequently learn new vocabulary in your class

Teacher said that every month students learn new basic vocabulary

according to the English book

6 Do you consider that students are able to speak properly

The Teacher considered that students are not able to speak They have a

considerable lack of vocabulary

7 Which are others kind of activities that you think give advantage to

develop of the oral expressions Why

The Teacher expressed that role plays motivates students to practice oral

expression also students ask questions about the role play

8 Do you believe that the creation of innovative slides can improve

oral expression and vocabulary

The teacher suggested that technological resources could change the

common teaching of oral expression

64

Interview analysis

According to the interview it can be stated that the teacher doesn‟t

have the sufficient instrument in order to encourage the student‟s interest

in their students provoking an insufficiency in oral expression since that

the teacher does not apply the correct strategies to promote the process of

oral expression and the acquisition of vocabulary

65

Conclusions

Students do not know strategies for developing vocabulary skills

Students realize that learn vocabulary they can improve oral

expression

Students could not understand native speakers in oral expression

activities

Students could not express their ideas with coherence and fluency

Recommendations

Teacher has to teach some strategies for developing vocabulary

Teacher can use game for catching the student‟s attention

Teacher can apply technological resources for practicing with native

speakers

Teacher practice more activities in groups for developing oral

expression

The creation of slides for developing oral expression can improve

vocabulary in students

66

CHAPTER IV

THE PROPOSAL

Title

Design of slides for enhancing oral expression through vocabulary

skill

Impact

As educators and researchers pursue greater understanding of the best

strategies for teaching English learners the two features in language

domains oral expression and vocabulary have traditionally been

addressed separately With the increasing emphasis of common

standards and their emphasis on all students gaining more advanced and

academic oral expression this study endeavors to explore the potential

relationship between oral expression and vocabulary for English learners

moreover the impact in students teachers and Teodoro Alvarado Olea

High School will be a great advantage for the community in order to put in

practice the knowledge inside or outside of the classroom

Justification

The motivate students in a classroom without resources is really hard

however the use of technology changes everything that is why

incorporating technology into education provides a series of benefits that

help to improve the efficiency and productivity in the classroom as well as

increasing the interest of students in academic activities

This proposal takes into account two aspects as the oral expression and

vocabulary Both are essential for becoming proficiency in this language

but the real situation of many students depends on these variables that the

researchers of this project consider helping students to find a feasible

solution The solution is the creation of slides for fostering oral expression

67

through vocabulary skills so the proposal is based on the English book

used in public high schools so it increases the vocabulary and develops

oral expression reinforcing the topics included in the text

Objective

General objective

To foster students of 8th grade to speak properly using a basic

intermediate and advance vocabulary according to the level of proficiency

through slides with oral expression activities

Specific objective

To enhance basic intermediate and advance vocabulary

To encourage an active participation in class

To enhance group activities in class for developing oral expression

Feasibility of the application

FINANCIAL

This proposal based on educational study does not require financial

resources

LEGAL

This educational study mentions legal aspects in chapter II

TECHNICAL

This proposal is based on technological resources it refers that it is

necessary a computer and ifocus for presenting the slides

HUMAN

This proposal will need a group of professionals in order to give the

veracity to this project such as an advisor students executives of the

institution and teachers

68

POLITICS

This investigation is based on the National Plan for Good Living

(2012) according to objective 44 concerns the responsibility of improving

and developing the educational policy

Description

Introduction

Communication is a dynamic process as it involves an interaction

between two or more people ie the sender and the receiver The main

purpose of communication is to transmit thoughts and beliefs to another

person The major components of communication are verbal

communication or oral communication and non-verbal communication

Oral communication is the process of expressing ideas through the

medium of speech and this plays a crucial role in the life of students

Vocabulary is ultimately expression having an extensive

vocabulary will help you express yourself clearly and communicate well

with clarity a linguistic vocabulary is also identical to a thinking vocabulary

meaning that you will be able to think concise thoughts with precision

One of the issues in an English classroom is the lack of vocabulary

in students that it provokes an insuffiency in communication between

them The English teacher has a hard duty for helping students to learn

new ways to enrich their vocabulary For this reason the researchers of

this study choose this problem in order to create new trends of teaching

using technology sources for encouraging students of 8th grade at Teodoro

Alvarado Oleardquo High School This proposal offer to teachers and students

a tool that hamper the bad use of technology in order to promote a

proficient process of learning

69

Table of content

UNIT TOPIC GOALS

1 Personal information

vocabulary

To greet formally and

informally and

introduce someone

2 Family members and

personal description

To describe people‟s

physical appearance

3 Cultural events

vocabulary

To ask and answer

about dates and time

4 Clothes vocabulary To express what

people are wearing

5 The community

vocabulary

To ask for and give

information about

location

6 Daily routines To talk about daily

routines and lifestyles

Conclusion

This proposal has to be applied after it finishes the unit in order to

reinforce the topic

The teacher has to evaluate students for analyzing the levels of


This proposal should be applied during all the academic year

This proposal will enhance vocabulary and oral expression though

the slides

70

THE PROPOSAL

SLIDES FOR IMPROVING

ORAL EXPRESSION

AND VOCABULARY

FOR STUDENTS OF 8TH COURSE

httpswwwyoutubecomwatchv=wNeo8x4eK2wamprel=0

httpswwwyoutubecomwatchv=Voz3QnHj1-kamprel=0

SERVIO ENRIQUEZ ndash DANIEL BUENO

71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

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httpswwwresearchgatenetpublication299356634_The_importa

nce_of_vocabulary_in_language_learning_and_how_to_be_taught

Anderson amp Nagy (2007) Technical Report No 485 WORD MEANINGS

2007 University of Illinois at Urbana-Champaign Center for the

Study of Reading TECHNICAL F V REPORTS Retrieved from

httpswwwidealsillinoisedubitstreamhandle214217976ctrstre

adtechrepv01989i00485_optpdf

Agnes (2015) Social research (11th edn) Belmont CA Wadsworth

Barcroft Sunderman and Schmitt (2011) Research on vocabulary

instruction Voltaire redux In J Fllod D Lapp JR Squire amp J

Jenson (Eds) Handbook of research on teaching the English

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Retrieved from

httpsbooksgooglecomecbooksid=Ywn5DQAAQBAJamppg=PA1

97amplpg=PA197ampdq=Research+on+vocabulary+instruction+Voltair

e+redux+In+J+Flood+D+Lapp+JR+Squire+26+J+Jenson+(

Eds)+Handbook+of+research+on+teaching+the+English+Langua

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blampots=Hf2G1VeLSXampsig=-8pa7r2vzSWudt-

QFnVP3O0BQk0amphl=esampsa=Xampved=0ahUKEwjp8o_309zSAhXJZ

iYKHWKhD_oQ6AEIMzADv=onepageampq=Research20on20v

ocabulary20instruction3A20Voltaire20redux20In20J

20Flood2C20D20Lapp2C20JR20Squire2C20

87

2620J20Jenson20(Eds)2C20Handbook20of20re

search20on20teaching20the20English20Language20

Arts20(2nd20ed)20Mahwah2C20NJ3A20Lawrence

20Erlbaumampf=

Bick (2013) Sociology perspectives Retrieved from

httpsbooksgooglecomecbooksaboutSociological_Theoryhtm

lid=nZeQQgACr_esc=y

Cantoacuten M and Peacuterez B (2017) Oral Communicative Competence of

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Vegazana Universidad de Leoacuten Leoacuten Spain Correspondence

Isabel Cantoacuten Mayo Facultad de Educacioacuten Campus de

Vegazana 24071 Leoacuten Spain E-mail icanmunileones

Received March 28 2017 Accepted April 29 2017 Online

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httpdoiorg105539jelv6n4p57

Constitucioacuten de la Repuacuteblica del Ecuador (2008) Seccioacuten Quinta

Education Asamblea Constituyente Art 26 27 Retrieved from

httpwwwasambleanacionalgovecdocumentosconstitucion_de

_bolsillopdf

Chen amp Graves (2012) Building vocabulary in remedial settings Focus on

word relatedness Perspectives 30 1 The International Dyslexia

Association Retrieved from httpskeystoliteracycomwp-

contentuploads201208effective-vocabulary-instructionpdf

88

Dutro amp Moran (2015) Vocabulary research Retrieved from

httpwwwijerncomjournalJuly16pdf

Ediger (2011) Skills in English language Retrieved from

httpwwwascdorgPublicationsBooksOverviewSchool-

Leadership-That-Worksaspx

Falety Yemi (2017) The importance of effective communication Retrieved

from httpwwwstevensoneduonlineblog-news-

eventsimportance-effective-communication

Ferlazzo (2015) Ten principles for vocabulary instruction Retrieved from

httpblogsedweekorgteachersclassroom_qa_with_larry_ferlazz

o201503response_ten_principles_for_vocabulary_instructionht

ml

Gagne(2005) Importance in psychological aspects Retrieved from

httpwwwijerncomJuly-201416pdf

Grimm amp Meyer (2010) Teaching English Grammar and Vocabulary ppt

Retrieved from httpwwwmetanarrde97838233683115pdf

Harmer Jeremy (2000) The practice of English language teaching Third

edition

Herrera D and Gonzaacutelez M (2016) Developing the Oral Skill in Online

English Courses Framed by the Community of Inquiry El

desarrollo de la habilidad oral en cursos de ingleacutes online

enmarcados por la comunidad de indagacioacuten Universidad

89

Veracruzana Veracruz Mexico 2016 Retrieved from

httpsfilesericedgovfulltextEJ1125668pdf

Jafari et al(2017) The Impact of Mind Mapping Strategy on Vocabulary

Use in the Writing of Iranian EFL Learners Tahereh Jafari

Nodoushan MA TEFL Department of English Islamic Azad

University Maybod Branch Yazd Iran email

parmidajafari09gmailcom Ashraf Haji Maibodi Assistant

Professor Department of English Islamic Azad University August

2017 articlep3 Retrieved from

fileCDownloadsTheImpactofMindMappingStrategyonVocabul

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Jordana F Garbati and Callie J Mady (2015) Oral Skill Development in

Second Languages A Review in Search of Best Practices Wilfrid

Laurier University Waterloo Ontario Canada Nipissing University

North Bay Ontario Canada Retrieved from

fileCUsersDownloads390-1518-1-PBpdf

Kjoll George (2010) thesis Centre for the Study of Mind in Nature

Department of Philosophy Classics History of Art and Ideas

PhD programme in Linguistics Faculty of Humanities University

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httpswwwduouionobitstreamhandle1085224475kjoll_phdxth

esisxcorrectedpdfsequence=1ampisAllowed=y

Kocaarslan (2017) A Research About Oral Reading Fluency of First Grade

Students Text Type and Gender Factor Retrieved from

90

httpswwwresearchgatenetpublication319880860_A_Research

_About_Oral_Reading_Fluency_of_First_Grade_Students_Text_T

ype_and_Gender_Factor

Komba(2018) The Perceived Importance of Communication Skills Course

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Tanzania Retrieved from

httpswwwresearchgatenetpublication273139419_The_Perceiv

ed_Importance_of_Communication_Skills_Course_among_Univer

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Kumar (2011) A step by step Book of investigation

Laflamme (2015) Speaking and vocabulary Retrieved from

httpwwwpittedu~perfettiPDFLexical20ases20of20com

prehension20skill-20Hartpdf

Luque (2017) Analysis of Oral Skills Development in the Most Used

English Language Textbooks in the Second year of Baccalaureate

in Spain Gloria Luque Agulloacute University of Jaeacuten Mordf Camino

Bueno-Alastuey Public University of Navarre Received 29 N

Retrieved from

httpwwwugres~portalinarticulosPL_numero278_GloriaLuque

pdf

McKeown amp Beck (2011) Bringing words to life Robust vocabulary

instruction New York Guilford Press Retrieved from

91

httpskeystoliteracycomwp-contentuploads201208effective-

vocabulary-instructionpdf

Melendez (2013) Enhancing oral expression in English as a foreign

language through task-based learning and dynamic assessment

Retrieved from

httpsriunetupvesbitstreamhandle1025131648Tesis_CNogu

C3A9s_V3pdfsequence=1

Mokhtar etal (2010) Vocabulary Knowledge of Adult ESL Learners

English Language Teaching March 2010p 72

Mounya (2010) Teaching vocabulary to raise proficiency in foreign

language Retrieved from

httpsbuumcedudzthesesanglaisABD1089pdf

Neuman and Wright (2014) Teaching Vocabulary in the Early Childhood

Classroom Retrieved from

httpswwwaftorgsitesdefaultfilesperiodicalsneumanpdf

Nunan (2003) Oral expression importance and another aspects

Retrieved from httpskeystoliteracycomwp-

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Peacuterezamp Alvira (2017) (PDF) The Acquisition of Vocabulary Through

Retrieved from

httpswwwresearchgatenetpublication318028652_The_Acquisi

tion_of_Vocabulary_Through_Three_Memory_Strategies

92

Rabeka (2014) Techniques for oral expression Retrieved from



Ramelan (2002) The Impact of Native Language Use on Second

Language Vocabulary Learning by Saudi EFL Students Retrieved

from httpsfilesericedgovfulltextEJ1097609pdf

Ramirez Jesus (2002) La expresioacuten oral Retrived from

fileCUsersDownloadsDialnet-LaExpresionOral-498271pdf

SalinaI etal (2018) Vocabulary Teaching and Learning Principles in

Classroom Practices Nur Salina Ismail Centre for English

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Universiti Sultan Zainal Abidin Malaysia Safawati Basirah Zaid

Centre for English Language Studies Faculty of Languages and

Communication Universiti Sultan Zainal Abidin Malaysia Misrah

Hamisah Mohamed Faculty of General Studies amp Advanced

Education Universiti Sultan Zainal Abidin Malaysia Retrievd from

httpswwwresearchgatenetpublication320012961_Vocabulary_

Teaching_and_Learning_Principles_in_Classroom_Practices

Stahl (2011) Vocabulary development Newton Upper Falls MA Brookline

Books

93

Slavin Robert E (2009) Educational Psychology Theory and Practice

New Jersey Pearson Education Inc

Sternberg (2017) Retrieved from httpskeystoliteracycomwp-


Swanson and Howerton (2007) Influence Vocabulary Acquisition for

English Language Learners Retrieved from

httpswwwnctqorgdmsViewAttachment_8_Reading_Vocabular

y_Acquisition_for_ELL

Thornbury (2009) Principles of teaching Boston IndyPublishcom

Tuckman B W and Monetti D M (2011) Educational Psychology

International Edition United States Wadsworth

Tchagnonhou amp Hounyetin (2017) Oral Communication in English as a

Foreign Language in Beninese Secondary Schools The Case of

Some Couffo Schools Akayaou Meterwa OURSO1 Journal of

Educational Research and Review Vol 5(4) pp 55-65 July 2017

ISSN 2384-7301 Research Paper Retrieved from

httpsciencewebpublishingnetjerrarchive2017JulypdfOurso

20et20alpdf

Vocabulary Knowledge of Adult ESL Learners Ahmad Azman

Mokhtar (Corresponding Author)Academy of Language Studies

Universiti Teknologi Mara (UiTM) 02600 Arau Perlis Malaysia

Tel 60-12-661-3064 E-mail

ahmadazmanperlisuitmedumyRafizah Mohd Rawian

Academy of Language Studies Universiti Teknologi MARA

(UiTM) 02600 Arau Perlis Malaysia Tel 60-12-363-0455 E-mail

rafizahmrperlisuitmedumy Mohamad Fadhili YahayaAcademy

of Language Studies Universiti Teknologi MARA (UiTM) 02600

94

Arau Perlis Malaysia Tel 60-12-455-5164 E-

mailmohdfadhiliperlisuitmedumy Azaharee Abdullah



imazahareecomMahani Mansor Academy of Language

Studies Universiti Teknologi MARA (UiTM) 02600 Arau Perlis

Malaysia Tel 60-12-438-3480 E-mail mahaniperlisuitmedumy

Mohd Izwan Osman Academy of Language Studies Universiti

Teknologi MARA (UiTM) 02600 Arau Perlis Malaysia Tel 60-12-

348-9529 E-mail mohdizwanperlisuitmedumy Zahrullaili

Ahmad Zakaria Academy of Language Studies Universiti


563-9209 E-mail zahrullailiperlisuitmedumy Aminarashid

Murat Academy of Language Studies Universiti Teknologi MARA


aminarrashidperlisuitmedumy Surina Nayan Academy of

Language Studies Universiti Teknologi MARA (UiTM) 02600

Arau Perlis Malaysia Tel 60-19-562-5843 E-mail

surinanaperlisuitmedumy Abdul Rashid Mohamed School of

Educational Studies Universiti Sains Malaysia 11800 USM

Malaysia Tel 60-12-471-1531 E-mail richusmmy Retrieved

from

httpswwwresearchgatenetpublication42386433_Vocabulary_K

nowledge_of_Adult_ESL_Learners

Walliman (2011) Evaluation research method A basic guide California

Ying S (2017) Improving Pronunciation Accuracy for Oral Production

Using Online Chinese Pinyin Text To Speech System 1Academy

of Language Studies Universiti Teknologi

95

Zhang Jianyun (2009) Necessity of Grammar Teaching Retrieved from


BIBLIOGRAPHY

Richards and Renandya (2002) Methodology in language teaching

Factors that influence language Retrieved from

httpswwwwhitbyschoolorgpassionforlearning9-factors-that-

influence-language-learning

Larsen Freeman and Anderson(2015) Techniques and Principles in

Language Teaching 3rd Edition Retrieved from

httpswwwacademiaedu25472288Techniques_and_Principles

_in_Language_Teaching_3rd_Edition_-

_Diane_Larsen_Freeman_and_Marti_Anderson

Merchaacuten Bacusoy K (2017) Tesis Retrieved from

httprepositoriougeduechandleredug25629

Del Pezo Borbor M D C amp Loor Saltos M J (2017) Tesis Retrieved

from httprepositoriougeduechandleredug24969

Game Delgado J amp Moncayo Velez S (2015) Tesis Retrieved from


Baloacuten Tigrero V A (2016) Tesis Retrieved from


96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111


FALCULTY OF FILOSOPHIE LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTIC

SURVEY STUDENTS

INFORMATION DATE AND PLACE Guayaquil June 26 2018

INTITUCION NAME Educative Unit Fiscal ldquoTeodoro Alvarado Oleardquo

SECCION Day time

AREA Foreign language

OBJECTIVE To diagnostic the real situation that students show in the oral

expression and the treatment through the vocabulary

Indicate with a x the grade that you considern appropriate according to the scale calification

5 STRONGLY DISAGREE 4 DISAGRE 3 NOT AGREE 2 AGREE 1 STRONGLY AGREE

112

VALUATION 5 4 3 2 1



2 Have too much motivation to develop the oral expression

3 Express with fluency and coherency your informal ideas in

classroom

4 The teachers of the English subject use charts flashcards to

teach the language

5 Have you ever had the opportunity to use new vocabulary in

your conversations

6 Do you consider that it‟s easier to learn new vocabulary

7 There is a difficult to comprehend a dialogue among speakers

natives

8 Do you think that your teacher gives proper strategies to

improve vocabulary

9 Do you consider that learning vocabulary help you to improve

the level of proficiency in oral expression

10 Do you think that you need more practice in oral expression

11 Consider that the vocabulary is necessary to learn in order to


12

Do you consider that teachers of the institution must to apply

more strategies of how improve vocabulary in order to

encourage the oral expression

113




TEACHERS INTERVIEW

Personal Information

INSTITUCION NAME Educative Unit ldquoTeodoro Alvarado Oleardquo

SUPPORT Fiscal TYPE

LABORAL REGIME Costa SECCIOacuteN

ZONE DISTRICT

SEX FEMALE MALE EDAD

AREA Foreign Language

OBJECTIVE To stablish the current situation that show the oral expression in

the teaching of English Languages and treatment throught the usefull

expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115




CLASS OBSERVATION GUIDE

ASPECTS EX VG G R

TEACHER

The teacher develops ludic activities to motivate to

the students to speak

X

The activities are carefully planned

X

The classroom activities have methodological

strategies

X

The teacher uses didactic materials technology to

promote the interest of learning in the students

X

The teacher applies different stages in the process

of oral expression in class

X

The teacher encourages students to talk about

class

X

STUDENT

Students participate in openly activities exposed

by the teacher

X

Students are interested in the activities X

Students develop the process of speaking X

Students express contentment or satisfaction

teaming single

X

116

APPENDIX

3

117

Photo 1

Teodoro Alvarado Oleas Public School

118

Photo 2

Interview with Ab Guadalupe Figueroa

119

Photo 3

Interview with the English teacher

120

Photo 4 Survey applied to the students of 8th course at Teodoro

Alvarado

121

OleaPhoto 5

Checking our thesis progress with our advisor

122

II





_________________________ __________________________ Msc SANTIAGO GALINDO MOSQUEA Msc PEDRO RIZZO BAJANtildeA

DECANO VICEDECANO

___________________________ ___________________________ Msc Carlos Valle Navarrete Ab Sebastiaacuten Cadena Alvarado DIRECTOR SUB-DIRECTOR ESCUELA DE LENGUAS

IV





PROYECTO

Tema


APROBADO


Tribunal No 1



__________________________ __________________________


CI 0930175070 CI 0909003584

V


AL PRESENTE TRABAJO


EQUIVALENTE A __________________

TRIBUNAL

________________________ ________________________

________________________

VI

DEDICATION









professional career

ACKNOWLEDGMENT










VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

IV





PROYECTO

Tema


APROBADO


Tribunal No 1



__________________________ __________________________


CI 0930175070 CI 0909003584

V


AL PRESENTE TRABAJO


EQUIVALENTE A __________________

TRIBUNAL

________________________ ________________________

________________________

VI

DEDICATION









professional career

ACKNOWLEDGMENT










VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

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air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122





PROYECTO

Tema


APROBADO


Tribunal No 1



__________________________ __________________________


CI 0930175070 CI 0909003584

V


AL PRESENTE TRABAJO


EQUIVALENTE A __________________

TRIBUNAL

________________________ ________________________

________________________

VI

DEDICATION









professional career

ACKNOWLEDGMENT










VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122


AL PRESENTE TRABAJO


EQUIVALENTE A __________________

TRIBUNAL

________________________ ________________________

________________________

VI

DEDICATION









professional career

ACKNOWLEDGMENT










VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

DEDICATION









professional career

ACKNOWLEDGMENT










VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

VII

DEDICATION





ACKNOWLEDGMENT




Professional

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

ABSTRACT


















Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122





Alvarado



INSTITUCIOacuteN






Linguumliacutestica














DIRECCIOacuteN URL

ADJUNTO PDF x SI NO






X


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122


TITLE AND SUBTITLE



Alvarado























Linguumliacutestica



X

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

RESUMEN















GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

GENERAL INDEX


Front page















CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

CHAPTER I

THE PROBLEM




SCIENTIFIC FACT 4

CAUSES 4






17 JUSTIFICATION 7

CHAPTER II 11


BACKGROUND 11


VOCABULARY 12



WORD MEANING 14



GRAMMAR OF WORDS 17




Word Cards 20

Mind Mapping 20

Provide context 21










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122










New vocabulary 25



ORAL EXPRESSION 25



Pronunciation 32

Grammar 33

Vocabulary 34

Fluency 34

Self-Confidence 35












Legal foundation 41

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

CHAPTER III 43

METHODOLOGY 43












37 DATA ANALYSIS 49

371 SURVEY 50

38 Chi square 62

39 The interview 63

CHAPTER VI

41 Title 66

42 Justification 66

Objective 67




FINANCIAL 67

LEGAL 67

TECHNICAL 67

HUMAN 67

POLITICS 68

44 Description 68

Introduction 68


Conclusion 69

INDEX OF TABLE



TABLE 3 hellip 65


TABLE 5 67


TABLE 7 69

TABLE 8 70







INDEX OF GRAPHICS













1

INTRODUCTION


























2

CHAPTER I

THE PROBLEM




















3


























4

122 SCIENTIFIC FACT




13 CAUSES


Olea High School







2019 academic year





such as slides

5





a field study


6



grade


of 8th grade






oral expression



7

17 JUSTIFICATION






increase vocabulary















(2011) states below







8





















prior knowledge


expression below

9

QU

AL

ITA

TIV

E A

SP

EC

TS

OF

SP

OK

EN

LA

NG

UA

GE

US

E

- A

1 L

EV

EL

FO

R 8

TH G

RA

DE

CO

HE

RE

NC

E

Can

lin

k w

ork

s o

r

gro

up

s p

f w

ord

s

wit

h v

ery

ba

sic

lin

ea

r

co

nn

ec

tio

ns lik

e

a

nd

o

r th

en

INT

ER

AC

TIO

N

Can

ask a

nd

an

sw

er

qu

estion

s

ab

ou

t pe

rsona

l

de

tails

C

an

inte

ract

in a

sim

ple

way b

ut

co

mm

un

ication is

tota

lly d

ep

en

de

nt

on

repe

tition

rep

hra

sin

g a

nd

rep

air

FLU

EN

CY

Can

mana

ge v

ery

sh

ort

is

ola

ted

ma

inly

pre

pa

cka

ged

utt

era

nce

s

with

mu

ch

pau

sin

g t

o

se

arc

h fo

r

exp

ressio

n

to

art

icula

te le

ss

fam

iliar

wo

rds

and

to r

epa

ir

co

mm

un

ication

AC

CU

RA

CY

Sh

ow

s o

nly

lim

ite

d

co

ntr

ol of

a fe

w

sim

ple

gra

mm

atica

l

str

uctu

res a

nd

se

nte

nce

s p

art

ne

rs

in a

mem

orize

d

rep

ert

oire

RA

NG

E

Has a

ve

ry b

asic

rep

ert

oire o

f w

ord

s

an

d s

imply

ph

rase

s

rela

ted

to

pe

rso

na

l

de

tails

an

d

pa

rtic

ula

r con

cre

te

situ

ation

s

10











11

CHAPTER II


BACKGROUND



















writing





12


VOCABULARY









productive skill is



(p 571)




language








13


ever exposed




2015 p 25)













p 25)







14


Howerton2007p290)












24 WORD MEANING















15






























16






2010p23)






not in context
















extended words

17



indicate that



















information

27 GRAMMAR OF WORDS







18








determined dialogue







Meyer2010p7)














19



























20







Word Cards











Mind Mapping









21

Provide context



















Understand language





2015nd)

22

























(Sternberg 2017p8)

23











2017p8)















24














(Ferlazzo2015pnd)






advantage of






(Laflamme 2015pnd)



25




not be occurred

New vocabulary














DEPENDENT VARIABLE

ORAL EXPRESSION






26


2002p58)









consequence (p59)
















27













Peacuterez 2017p57)









informal settings



28




























29










process
















30


























language

31









Hounyetin2017 p56)














(Falety2017pnd)







32












Pronunciation














33





Grammar






(Zhang2009p184)






been






fluently

34

Vocabulary



















Fluency





35





(Kocaarslan2017p40)









Self-Confidence






(Hornby 2010p330)

Speech conditions




(Thornbury2009 p25)



36

Cognitive factors





Affective factors



Performance factors

a-Mode


c-Discourse control

d-Time pressure









37

Gaining Attention







2005)



















38
























39






























40



work (Bick 2013)















complex challenges






41


(2004)















speech







Legal foundation





42


institutions (p 6)

























43





CHAPTER III

METHODOLOGY


44



Kumar (2011) refers













an issue












45



















mentioned

Table 2




46


Total 100



INDEPENDENT

VARIABLE

VOCABULARY

Vocabulary

Aspects of

Vocabulary

Strategies of

Vocabulary

Principles of

vocabulary

development

Direct vocabulary

instruction

Definition

Word meaning

Extending word use

Word combination

Grammar

Keep language

acquisition in mind


to read new words

Use word maps

Provide context

Connect examples

from a world the

student knows

Use new words

outside of class

Instruction of

techniques

New vocabulary



Encourage students

Teaching of

vocabulary

Promote ldquoword

consciousnessrdquo


specific words


words

use of context to

47

determine word

meaning


DEPENDENT

VARIABLE

ORAL EXPRESSIO

N

Oral expression


expression

Speech conditions

Definition


al

expression

Pronunciation

Grammar

Vocabulary

Fluency

Self-confidence

Cognitive factors

Affective factors

Performance factors




48

Historical method







solution

Correlation method















49


interview








Observation guide
















37 DATA ANALYSIS

50

371 SURVEY



Table 1


Question N-1

Strongly agree 5 11

Agree 15 38


Disagree 17 33


Total 45 100


Graphic 1


ANALYSIS







11

38 11

33

7

Strongly agree

Agree


Disagree

Strongly disagree

51

Table 2


Question N-2

Strongly agree 1 2

Agree 11 24


Disagree 10 22


Total 45 100


Graphic 2


ANALYSIS







classroom

2 24

11 22

40

Strongly agree

Agree


Disagree

Strongly disagree

52

Table 3


Question N-3


Agree 3 7


Disagree 23 51


Total 45 100


Graphic 3


ANALYSIS





accuracy


22 7 2

51

18

Strongly agree

Agree


Disagree

53

Table 4


Question N-4

Strongly agree 4 9

Agree 5 11


Disagree 23 51


Total 45 100


Graphic 4


ANALYSIS





different way


9 11

7

51

22

Strongly agree

Agree


Disagree

54

Table 5


Question N-5

Strongly agree 3 7

Agree 5 11


Disagree 25 56


Total 45 100


Graphic 5


ANALYSIS






Table 6

7 11

22 56

4

Strongly agree

Agree


Disagree

Strongly disagree

55


Question N-6


Agree 2 4


Disagree 15 33


Total 45 100


Graphic 6


ANALYSIS






speakers

42

4 9

33 0

Strongly agree

Agree


Disagree

56

Table 7


Question N-7

Strongly agree 7 16

Agree 30 67


Disagree 3 7


Total 45 100


Graphic 7


NALYSIS







vocabulary

Table 8

16

67

0 7 11

Strongly agree

Agree


Disagree

Strongly disagree

57



Graphic 8



ANALYSIS








20

11 7 53

9

Strongly agree

Agree


Disagree

Strongly disagree


Question N-8

Strongly agree 9 20

Agree 5 11


Disagree 24 53


Total 45 100

58

Table 9


Question N-9


Agree 5 11


Disagree 9 20


Total 45 100


Graphic 9


ANALYSIS







51

11 2 20

16

Strongly agree

Agree


Disagree

Strongly disagree

59

Table 10


Question N-10


Agree 3 7


Disagree 7 16


Total 45 100


Graphic 10


ANALYSIS








58 7

9

16 11

Strongly agree

Agree


Disagree

Strongly disagree

60

Table 11

Code


Question N-11


Agree 6 13


Disagree 9 20


Total 45 100


Graphic 11


ANALYSIS






38

13 4 20

24

Strongly agree

Agree


Disagree

Strongly disagree

61



oral expression

Table 12

Code


Question N-12


Agree 5 11


Disagree 3 7


Total 45 100


Graphic 12


ANALYSIS





62 11 2 7

18

Strongly agree

Agree


Disagree

Strongly disagree

62

38 Chi square

ANALYSIS





63

39 The interview











expression




















64

Interview analysis






65

Conclusions



expression


activities


Recommendations




speakers


expression



66

CHAPTER IV

THE PROPOSAL

Title


skill

Impact











Justification











67




Objective

General objective




Specific objective





FINANCIAL


resources

LEGAL


TECHNICAL



HUMAN




68

POLITICS




Description

Introduction





















69

Table of content

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



Conclusion


reinforce the topic





the slides

70

THE PROPOSAL


ORAL EXPRESSION

AND VOCABULARY





71

UNITS

UNIT TOPIC GOALS


vocabulary


informally and

introduce someone




physical appearance

3 Cultural events

vocabulary

To ask and answer



people are wearing

5 The community

vocabulary

To ask for and give

information about

location



72

SLIDE 1

SLIDE 2

73

SLIDE 3

SLIDE 4

74

SLIDE 5

SLIDE 6

75

SLIDE 7

SLIDE 8

76

SLIDE 9

SLIDE 10

77

SLIDE 11

SLIDE 12

78

SLIDE 13

79

SLIDE 14

SLIDE 15

80

SLIDE 16

SLIDE 17

81

SLIDE 18

82

SLIDE 19

83

SLIDE 20

SLIDE 21

84

SLIDE 22

SLIDE 23

85

SLIDE 24

SLIDE 25

86

REFERENCES















Retrieved from











87




20Erlbaumampf=



lid=nZeQQgACr_esc=y












_bolsillopdf





88












ml






edition





89

























90


















Retrieved from


pdf



91





Retrieved from















Retrieved from



92




















Books

93


















20et20alpdf




Tel 60-12-661-3064 E-mail






94






















from







95



BIBLIOGRAPHY


















96

APPENDIX

1

97

98

99

100

101

102

103

104

105

106

107

108

109

110

APPENDIX

2

111




SURVEY STUDENTS



SECCION Day time






112

VALUATION 5 4 3 2 1





classroom


teach the language


your conversations



natives


improve vocabulary






12




113




TEACHERS INTERVIEW



SUPPORT Fiscal TYPE


ZONE DISTRICT





expressions

114

Questions



__________________________________________________________

__________________________________________________________

__________________________



__________________________________________________________

__________________________________________________________

__________


expression

__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________


__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________



__________________________________________________________

__________________________________________________________

__________________________

115





ASPECTS EX VG G R

TEACHER



X


X


strategies

X



X



X


class

X

STUDENT


by the teacher

X




teaming single

X

116

APPENDIX

3

117

Photo 1


118

Photo 2


119

Photo 3


120


Alvarado

121

OleaPhoto 5


122

Documents

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY ...repositorio.ug.edu.ec/bitstream/redug/42473/1/BFILO-PLL...La propuesta para este tema es el diseño y la aplicación de diapositivas