DEFICIENCY OF
COMMUNICATIVE
LEARNING PROCESS OF
8°a GRADE STUDENTS AT
INSTITUCION
EDUCATIVA SIMON
BOLIVAR
Diana Pérez
Melq...
ABSTRACT
After an arduous observation of learning and teaching process
of English as a second language in students of 8°a ...
ABSTRACT
This is a group of 33 students between 11 to 15 years old
conformed by boys and girls. Their social condition is ...
DESCRIPTION OF THE PROBLEM
During this research with students of 8°a grade at Institución
Educativa Simon Bolivar, the res...
RESEARCH QUESTION
Why do students of 8°a grade at Institución Educativa Simon
Bolivar do not communicate among themselves ...
OBJECTIVES
General Objective
To improve the speaking skill in the students of 8°a grade at
Institución Educativa Simon Bol...
OBJECTIVES
Specific objectives.
•To create an environment of participation through games in the
English class, where stude...
HYPOTHESIS
If the researchers focus on the early settlement of the issue
regarding oral skill development because it is ne...
TYPE OF RESEARCH
This research project is qualitative, because the research focus
on the interpretation of phenomena, with...
PROPOSAL
COMMUNICATIVE TASK-BASED LEARNING AND ICT:
AS DYNAMIC STRATEGIES TO DEVELOP AND
IMPROVE SPEAKING SKILLS
EVALUATION OF THE PROPOSAL
The implemented test was created with guidelines that emerge
through actual circumstances given...
THE ANALYSIS OF THE RESULTS.
What is the skill that you work the most during the English class?
THE ANALYSIS OF THE RESULTS.
Which of these skills you are good at?
THE ANALYSIS OF THE RESULTS.
If you have the need to communicate to one of your classmates, do
you do it in English?
THE ANALYSIS OF THE RESULTS.
Do you have the interest of communicating in English?
THE ANALYSIS OF THE RESULTS.
•

Does the teacher uses didactic or technology tools (video beam,
tape recorders, etc.) to p...
THE ANALYSIS OF THE RESULTS.
•

Dou you understand when the teacher speaks English?
THE ANALYSIS AND THE RESULTS.
The implemented test was created with guidelines that emerge
through actual circumstances gi...
CONCLUSION
The methodology of task based learning and with the help of
ICT, gives students a richer learning experience an...
RECOMMENDATIONS
It is known that today education is increasingly changing.
Learning and teaching process are built from th...
RECOMMENDATIONS
• To use ICT as a tool facilitating the teaching-learning
process of foreign language contributes to this ...
APPENDICCES
• Listen to the video “how was your vacation”? And write the
questions showed there. Then ask to your partner ...
APPENDICCES
RESEARCH INSTRUMENT

UNIVERSIDAD DEL ATLANTICO
FACULTAD DE CIENCIAS DE LA EDUCACIÓN
LICENCIATURA EN IDIOMAS EX...
EVIDENCES
EVIDENCES
Diapositivas proyecto  de grado
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Diapositivas proyecto de grado

  1. 1. DEFICIENCY OF COMMUNICATIVE LEARNING PROCESS OF 8°a GRADE STUDENTS AT INSTITUCION EDUCATIVA SIMON BOLIVAR Diana Pérez Melquis Padilla Ronald Villarreal
  2. 2. ABSTRACT After an arduous observation of learning and teaching process of English as a second language in students of 8°a grade at Institución Educativa Simon Bolivar it was noticed that students often refuse to participate in activities and it produces for them not to obtain the cognitive growth. This research is based on the socio-critical paradigm. The research group identified that the group was prepared to face and improve this problematic since this counted with the criteria and the knowledge required for assuming it. For this reason, the research group decided to create a mediated process during the pre-and post-time through pedagogical practices with real contexts interested in developing this proposal to help to enhance listening and speaking skills..
  3. 3. ABSTRACT This is a group of 33 students between 11 to 15 years old conformed by boys and girls. Their social condition is between 2 and 3 status. The sample chosen was 16 students of them in order to analyze their English learning process. The students were chosen randomly. They were 8 boys and 8 girls, which means that the proposal was implemented in the whole group but the sample were just the 16 students.
  4. 4. DESCRIPTION OF THE PROBLEM During this research with students of 8°a grade at Institución Educativa Simon Bolivar, the research group has been witness of a problematic situation that concerns to the entire school community. Since the school was founded, English has been taught trough grammar translation method, which means that the institution has dedicated its goal to teach English grammar improving only two skills (reading and writing), leaving apart the speaking and listening skills. As a result students are not able to communicate in English between themselves in the classroom.
  5. 5. RESEARCH QUESTION Why do students of 8°a grade at Institución Educativa Simon Bolivar do not communicate among themselves in the English language?
  6. 6. OBJECTIVES General Objective To improve the speaking skill in the students of 8°a grade at Institución Educativa Simon Bolivar through task based learning and ICT creating communicative environments.
  7. 7. OBJECTIVES Specific objectives. •To create an environment of participation through games in the English class, where students have the necessity to communicate in this language. •To carry out task based on projects with the daily activities or real situations where the students improve their speaking skill. •To implement the use of ICT as tools for learning and interaction in the English language.
  8. 8. HYPOTHESIS If the researchers focus on the early settlement of the issue regarding oral skill development because it is necessary to reinforce and improve skills through real workshops and daily situations the students could be engaged with their learning process
  9. 9. TYPE OF RESEARCH This research project is qualitative, because the research focus on the interpretation of phenomena, with interplay between researcher and research objects, which are existing representations of reality as it is the process of developing oral proficiency in the students through games, dialogues and role plays.
  10. 10. PROPOSAL COMMUNICATIVE TASK-BASED LEARNING AND ICT: AS DYNAMIC STRATEGIES TO DEVELOP AND IMPROVE SPEAKING SKILLS
  11. 11. EVALUATION OF THE PROPOSAL The implemented test was created with guidelines that emerge through actual circumstances given by the teacher in order to know if the student after having produced and developed real functions of the language presented in each of the workshop activities were able to communicate in the second language, taking note that the main goal of this project is preparing students to be able to interact, respond, suggest and solve real daily situations.
  12. 12. THE ANALYSIS OF THE RESULTS. What is the skill that you work the most during the English class?
  13. 13. THE ANALYSIS OF THE RESULTS. Which of these skills you are good at?
  14. 14. THE ANALYSIS OF THE RESULTS. If you have the need to communicate to one of your classmates, do you do it in English?
  15. 15. THE ANALYSIS OF THE RESULTS. Do you have the interest of communicating in English?
  16. 16. THE ANALYSIS OF THE RESULTS. • Does the teacher uses didactic or technology tools (video beam, tape recorders, etc.) to present oral activities during the English class?
  17. 17. THE ANALYSIS OF THE RESULTS. • Dou you understand when the teacher speaks English?
  18. 18. THE ANALYSIS AND THE RESULTS. The implemented test was created with guidelines that emerge through actual circumstances given by the teacher in order to know if the student after having produced and developed real functions of the language presented in each of the workshop activities were able to communicate in the second language, taking note that the main goal of this project is preparing students to be able to interact, respond, suggest and solve real daily situations.
  19. 19. CONCLUSION The methodology of task based learning and with the help of ICT, gives students a richer learning experience and authentic than other ways of learning, because this experience occurs in a social context where interdependence and collaboration are essential to promote activities and learning dynamics experiences. This context allows students to prevent and resolve interpersonal conflicts.
  20. 20. RECOMMENDATIONS It is known that today education is increasingly changing. Learning and teaching process are built from the practical experiences in the classroom and to communicate in a foreign language is of vital importance with regard to the schemes social and global society requires the same education. In order to contribute to this progress it will be given the following recommendations: •To carry out activities in which students contextualize their environment through real situations. In this process to implement the TBL as a strategy and as the tool that drives this process.
  21. 21. RECOMMENDATIONS • To use ICT as a tool facilitating the teaching-learning process of foreign language contributes to this is much more dynamic. • To promote new technologies as a source of indispensable work for a production and development of communication skills in foreign languages. • To present through the TBL elements of English learning levels, supplying a lesson to the next.
  22. 22. APPENDICCES • Listen to the video “how was your vacation”? And write the questions showed there. Then ask to your partner these questions. (if you are work at home make click in this link) http://blocs.xtec.cat/listen/2008/09/02/how-was-your-vacation/
  23. 23. APPENDICCES RESEARCH INSTRUMENT UNIVERSIDAD DEL ATLANTICO FACULTAD DE CIENCIAS DE LA EDUCACIÓN LICENCIATURA EN IDIOMAS EXTRANJEROS STUDENT´S SURVEY. Name: __________________________ School: ________________________ Class: __________________________ Date: ___________________________ Read carefully and mark with an X as you consider Always 1. What is the skill that you work the most during the English class? 2. Which of these skills you are good at? 3. If you have the need to communicate to one of your classmates, do you do it in English? 4. Do you have the interest of communicating in English? 5. Does the teacher uses didactic or technology tools (video beam, tape recorders, etc.) to present oral activities during the English class? 6. Dou you understand when the teacher speaks English? THANK YOU FOR YOUR COOPERATION! Most of Hardly the time Statements Ever Never
  24. 24. EVIDENCES
  25. 25. EVIDENCES
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