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Research proposal.

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    • UNIVERSITY OF QUINTANA ROO DIVISION OF POLITICAL SCIENCIES AND HUMANITIES DEPARTMENT OF LANGUAGE AND EDUCATION RESEARCH PROPOSAL Thesis ENGLISH LANGUAGE PROGRAMME Luis Octavio Dominguez Rendon Yasser Alberto Varela Novelo FREQUENCY AND USE OF SPEAKING STRATEGIES FORDEVELOPING SUCCESSFUL LEARNING IN STUDENTS FROM THE PUI AT THE UNIVERSITY OF QUINTANA ROO DECEMBER 11TH 2012
    • RationaleSome students of UQRoo, basically the ones who are studying English at thePrograma Universitario de Idiomas (PUI) seem that they are not developing thespeaking skill the way they need for their professional development. One of theassumptions is that they have not given by the speaking strategies needed fortheir improvement. It is common that some students are attending to Englishclasses just because their major curriculum asks as a subject and not becausethey want to, and so, the result is the same lacking of development in oralproduction.
    • OBJECTIVEThe objective of this study is to identify which speaking strategiesare being used by the students of our University. It is known that theuse of speaking strategies help students to become more successfulin their efforts to learn and communicate in a foreign language. Ourprincipal motivation is to provide students strategies that wouldhelp them to develop their own learning process and how this canbe embraced by teachers in order to help their students.
    • RESEARCH QUESTIONSRQ1RQ1. What the most frequently reported speaking strategies by the students of the PUI?With this question we want to figure out which are the speaking strategies that are mostfrequently reported by the students of the PUI; of course this means students of English fromall majors.RQ2 Which benefits the students may get by the use of speaking strategies?This question aims to find the advantages that students who are using speaking strategies areachieving in their professional development.RQ3 To what extent the teachers are providing useful strategies for developingcommunicative skills for their students?The reason why we decided to ask this question was because we think that the role of theteacher as a guide and supplier of the correct strategies is very important for the student´sprofessional development in classrooms.
    • RQ4 Is there a difference in the use of Speaking Strategies across the levels of English at thePUI?The difference that might varies come across the student´s level of English at the PUI. TheProgram offers since introductory level to advance.RQ5 Are there gender differences in the use of speaking strategies?Some studies argue that women tend to use more speaking strategies than men whenever theyare in a language course; and so, the results are better in them. The development is considerablyin female compared with the male students.RQ6 Is there a difference in the use of speaking strategies across the major?The PUI allows students from all major to study a foreign language. With this research questionwe want to find out if there is any difference considering the different major that students aredeveloping.RQ7 Is there a relationship between student´s age and their use of Speaking Strategies?We want to notice if the age plays as a factor in the use of speaking strategies between students.Probably, grown students would tend to use the more the speaking strategies; or the opposite.The population of the UQROO has no age limit.
    • REVIEW OF LITERATURE Our literature review was divided in the following way.1. Learning strategies. 2. Communicative strategies 3. Speaking strategies Second language (L2) Foreign language learners may learners must). O’Malley and Chamot encounter various communication communicate through a(1990) viewed learning problems when their language that is not theirstrategies as ‘‘the special interlanguage (IL) is limited. In own. It is inevitable, then,thoughts or behaviors order to convey their messages that when they use the L2that individuals use to and remain in a conversation until they will sometimes nothelp them comprehend, their communication goal is have the language theylearn, or retain new reached, EFL (English as a Foreign need to expressinformation’’ Holec Language) learners need to themselves. In such(1981) argued that employ communication strategies situations, learners use alearning strategies can (CSs), which have been defined range of speakingfoster learners’ generally as devices employed by strategies to help themautonomy in language L2 learners to overcome perceived get their message across.learning. barriers to achieving specific Such strategies have been communication goals (Færch & the focus of much Kasper, 1983). research (e.g. Cohen 1990; Rubin & Thompson 1994)
    • PARTICIPANTSThe students that will be considered in this study have different ages. In addition there is norestriction about gender in this study, so the participants might be both female and male. ThePUI offers certain levels which are: Introductory, Basic, Pre-intermediate, Intermediate, Post-intermediate, Advanced 1 and Advanced 2. However, this research will work a specific divisionof those levels.Level 1 introductory and basic levelLevel 2 pre- intermediate and intermediate level.Level 3 post-intermediate, and advanced levels.
    • METHOD Questionnaire Focus group interviews Class observation.The main objective of the Secondly, Focus Group The last instrument in useduse questionnaires as the work in a way the for the investigation will befirst instrument is to elicit participants can share the class observation whichthe most suitable their own opinions with will allow us to mix ourparticipants of the next themselves on order to project and change thestep of the investigation be supported by others. approach, making this into descriptive-qualitative perspective
    • Data AnalysisIn order to identify the frequency and use of speaking strategies by students of PUI data will beanalyzed in following way. First, the data obtained with the questioner will be entered andprocess using the software Statistic Package for the Social Science (SPSS) version 10.0.Next, the focus group interviews produce large amounts of data. The best thing we can do isfirst; group the answers from all interviews to each question. In order to do so, we will workwith programs of descriptive statistics. Then, what does each group of answers describe?Organize and classify answers into categories, percent, medium and mode for example in orderto quantify frequencies. And finally, to analyze the findings and determine how they answer toour research objectives. This will be a very analytic procedureIn order to compare the variables of level of course and major we will use on-way ANOVA. Forthe age and use there is a statistic called Pearson r correlation that we will take into.The results of the class observation will be achieved with the use of a checklist. The checklist wilhave specific points for the students to cover. Their performance and results will be embodied inthe checklist.
    • REFERENCESDornyei, Z. (1995). On the teachability of communication strategies. TESOL. Quarterly,29, 55-85.Nani I. Tiono&Agatha Sylvia. (2004). The Types of Communication Strategies Used bySpeaking Class Students with Different Communication Apprehension Levels in EnglishDepartment of Petra Christian University, Surabaya. k@ta volume 6. Number 1. (30-46).Oxford, R. L. (1990). Language Learning Strategies. What Every Teacher should know?Boston: Heinleand Heinle. Osanai, D. (2000). Differences in language learning between male and female, and alsobetween Asian and Latino ESL students. Unpublished PhD dissertation, University ofTennessee.Oxford, R. (1996). Language learning strategies around the world: cross-culturalperspectives. Retrived from http://books.google.com.mx/books?hl=en&lr=&id=-5K9auTZyOYC&oi=fnd&pg=PR9&dq=rebecca+oxford+speaking+strategies&ots=ra1wYucERc&sig=HHVK1gM0QdRk5pB_tp6j9I9O8M8#v=onepage&q=rebecca%20oxford%20speaking%20strategies&f=falseChamot, A.U., & Kupper. L. (1989). Learning strategies in foreign language instruction.Foreign Language Annals, 22, 13-24.
    • Shumin K. (1997). Factors to consider: Developing adult EFL students’ speaking abilities. EnglishTeaching Forum 25(3). Retrieved November, 3, 2012, fromhttp://exchanges.state.gov/forum/vols/vol35/no3/p8.htmTarone, E. (1980). Communication strategies, foreigner talks, and repair in interlanguage.Language Learning, 30, 417-431.Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9, 41-51.Khameis M.(2006) using creative strategies to promote students’ speaking skills. P 109 – 118retrieved from http://marifa.hct.ac.ae/files/2011/07/Using-Creative-Strategies-to-Promote-Students-Speaking-Skills.pdf.O’Malley, J. M and Chamot, A.U. (1990) Learning Strategies in Second Language Acquisition.Cambridge: Cambridge University Press.Suleiman M. (2004).English Language Learners’ Use of Speaking Strategies, 18, 1-7. Retrievedfrom http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/Ch18.pdfOMalley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition.Cambridge: Cambridge University Press.
    • Albie F. (2012), European Global Oral Health Indicators Development Project. RetrievedDecember 10, 2012 fromhttp://www.egohid.eu/Documents/Methods%20of%20collecting%20data,%20interviews%20and%20questionnaires%20in%20practice%20(Dr%20Alby).pdfMendez M.&Alfredo M.(2007). Actividades relacionadas con la comunicacion oral[questionnaire]. In EDICIONES POMARES, Effects on Strategy Training on the Development ofLanguage Skills. Barcelona. EDICIONES POMARES.