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THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE
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THE NATIONAL PLAN OF ENGLISH AS A FOREING LANGUAGE IN PRIMARY SCHOOLS AND ITS CONSEQUENCES IN THE STUDENTS LINGUISTIC COMPETENCE

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  • 1. The National Plan of English as a Foreign Language in Primary Schools and Its Consequences in the Students’ Linguistic Competence Thesis submitted to obtain the “Licenciatura” in English Teaching Alexandra Mora Casasola
  • 2. RESEARCH QUESTIONS What is the MEP as the governmental institution of Education proposing concerning the teaching of English in public primary schools? Is one lesson a day enough time to promote the acquisition of English? How long is it convenient to expose primary students to English in order to be able to develop the program properly? Can teachers develop plenty of activities in such a short time span?
  • 3. PROBLEM STATEMENT Which are the factors that affect the appropriate development in the teaching-learning process of English as a foreign language in Costa Rica’s public primary schools?
  • 4. GENERAL OBJECTIVE To offer alternatives to improve the teaching learning process of the English Language in Costa Rican public primary schools.
  • 5. SPECIFIC OBJECTIVES to analyze the National Plan of English to depict the elements in methodology to depict how students are evaluated to describe necessary materials to determine the degree of support to identify the degree of motivation
  • 6. VARIABLES Elements in teaching methodology Evaluation Materials Support Motivation
  • 7. Located in Santa Bárbara, Heredia, Costa Rica The Juan Mora Fernández School
  • 8. type of investigation information sources
  • 9. population and sampling the instruments, their analysis and processing SIXTH GRADERS
  • 10. STUDENTS’ RESPONSE ON ELEMENTS IN METHODOLOGY . A+B AND C+D SCALES ITEM + - 1. The activities allow me to participate orally. 88% 12% 2. My teacher speaks English all the time. 81% 19% 3. Games and songs are common activities. 37% 63% 62.5% 37.5% 5. My teacher provides a lot of grammar explanations. 90% 10% 6. English stories and magazines are read. 56% 44% 7. We listen to tapes. 90% 10% 62.5% 37.5% 4. I work in pairs or in group. 8. I participate in dialogues and speeches. Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010.
  • 11. TEACHERS SPEAK ENGLISH ALL THE TIME Always Sometimes 5% Rarely TEACHERS SPEAK ENGLISH ALL THE TIME Never YES 20% 9% 14% 72% NO 80% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 12. MY TEACHER PROVIDES A LOT OF GRAMMAR EXPLANATIONS Rarely 5% Sometimes 40% Never 4% Always 51% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 13. STUDENTS’ RESPONSE ON EVALUATION. A+B AND C+D SCALES ITEM + - 9. The tests have an oral part. 86% 14% 10. The tests include grammar exercises. 75% 25% 57.5% 42.5% 12.The activities are taken into consideration for my final grade. 81% 19% 13. The English tests make me feel secure. 66% 34% 77.5% 22.5% 11.The tests include reading comprehension. 14. I would like to be evaluated in some other way. Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010.
  • 14. THE ENGLISH TESTS INCLUDE GRAMMAR EXCERCISES MY TEACHER PROVIDES A LOT OF GRAMMAR EXPLANATIONS Rarely 5% Never 4% Never 25% Always 75% Sometimes 40% Always 51% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 15. I WOULD LIKE TO BE EVALUATED IN SOME OTHER WAY INSTEAD OF HAVING ENGLISH TESTS Totally Disagree 22% Totally Agree 78% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 16. STUDENTS' RESPONSE ON MATERIALS. A+B AND C+D SCALES ITEM + I learn more using materials like DVD´s, charts, movies, and 15. pictures. 77.5% 22.5% 16. I like to participate in the elaboration of materials. 70% 30% 17. I cooperate bringing useful materials. 65% 35% 18. Audiovisual resources are commonly used in class. 46% 54% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010. -
  • 17. I LEARN MORE WHEN MY TEACHER USES MATERIALS LIKE DVD'S, CHARTS, MOVIES, AND PICTURES Disagree 15% Agree 15% Totally Disagree 7% Totally Agree 63% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 18. ITEM 19. MY TEACHER OFTEN USES THE FOLLOWING MATERIALS TO GIVE THE ENGLISH LESSON Item chalkboard videos books flashcards realia puppets songs photocopies costumes AF 77 3 65 31 29 0 52 66 0 RF 96.25% 3.75% 81.25% 38.75% 36.25% 0.00% 65.00% 82.50% 0.00% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 19. MY TEACHER OFTEN USES THE FOLLOWING MATERIALS TO GIVE THE ENGLISH LESSONS 96% 83% 81% 65% 39% 4% 36% 0% 0% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 20. STUDENTS' RESPONSE ON MOTIVATION A+B AND C+D SCALES + - 72.5% 27.5% 21. I choose English. 75% 25% 22. I actively participate in class. 65% 35% 62.5% 37.5% 24. I practice English out of class. 55% 45% 25. I am interested in learning English because I will need it in the future. 94% 6% 26. I am motivated in English class. 80% 20% ITEM 20. I enjoy the English class. 23. I practice English with my teacher and classmates. Source Mora Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010.
  • 21. I AM INTERESTED IN LEARNING ENGLISH BECAUSE I WILL NEED IT IN THE FUTURE Disagree 4% Totally Disagree 1% Agree 9% Totally Agree 86% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 22. ITEM #27. I USE THE ENGLISH LANGUAGE IN THE FOLLOWING ACTIVITIES Item AF RF music 71 88.75% movies 54 67.50% videos 37 46.25% multimedia 33 41.25% video games reading 48 60.00% 57 71.25% communicate 46 57.50% AF = Absolute Frequency RF = Relative Frequency Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 23. I USE THE ENGLISH LANGUAGE IN THE FOLLOWING ACTIVITIES 88.75% 71.25% 67.50% 46.25% 60.00% 57.50% 41.25% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 24. CLASSROOM OBSERVATION SHEET SIXTH GRADERS IN ENGLISH CLASS
  • 25. RELATIVE FREQUENCY DISTRIBUTION CHART ON CLASSROOM OBSERVATION SHEET Item Yes No Partially 1. Reveals lesson objectives. 60% 20% 20% 2. Reviews previous concepts. 60% 20% 20% 3. Carries out pre-teaching stage. 80% 0% 20% 4. Promotes interaction. 40% 0% 60% 5. Provides a positive learning atmosphere. 60% 0% 40% 6. Employs materials accordingly. 60% 20% 20% 7. Paces lesson to meet learner's needs. 80% 0% 20% 8. Provides clear and appropriate directions. 80% 0% 20% 9. Provides variety of activities. 60% 0% 40% 10. Encourages student-centered activities. 40% 40% 20% 11.Uses assessment and evaluative procedures. 80% 0% 20% 12.Recognizes different styles. 60% 20% 20% 13. Uses games/songs/puzzles. 60% 0% 40% 14.Follows the plan. 0% 0% 100% 15.Carries out routines. 40% 0% 60% 16. Knows how to handle a class. 40% 0% 60% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 26. FREQUENCY DISTRIBUTION CHART OF CLASSROOM OBSERVATION SHEET 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Source Mora, Alexandra. The National Plan of English as a Foreign Language and Its Consequences in the Students' Linguistic Competence. Universidad Magister, 2010
  • 27. CONCLUSIONS AND RECOMMENDATIONS Elements in teaching methodology Evaluation Materials Support Motivation The National Plan of English
  • 28. This thesis is dedicated to my son Gustavito, who in spite of his pain knew how to enjoy life and how to take advantage of every single moment possible, who gave us a life lesson and left us his legacy “Living is My Hobby!”

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