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Research Project
- 1. 1 AVERSION TO THE ENGLISH CLASS BY DIMITRI MENDELEIEV’S STUDENTS CIRO ANTONIO SOSA BAQUERO CARIBBEAN CORPORATION UNIVERSITY CECAR VIII SEMESTER ENGLISH DEGREE Villavicencio, Meta 2019
- 2. 2 AVERSION TO THE ENGLISH CLASS BY DIMITRI MENDELEIEV’S STUDENTS CIRO ANTONIO SOSA BAQUERO MARISELA RESTREPO RUIZ RESEARCH PROJECT CARIBBEAN CORPORATION UNIVERSITY CECAR VIII SEMESTER ENGLISH DEGREE Villavicencio, Meta 2019
- 3. 3 ABSTRACT The research project at Dimitri Mendeleiev was succresful, beginning the academic process, they used to say that english was disgusting, difficult and more adjectives which are not good to refeers to this subject. After a long work, students started changing their minds, to achieve that, it was necessary to start with vocabulary classes to be didactic, we tried to speak a lot in english and each class I let them to know stories and importance to learn languages. Most of the classes had a motivation, we played many games in english, besides that, I worked with them the four abilities, they learned how to use the dictionary to translate a text, thanks to those learnings and results they could notice that english was really easy and it was important for them because you must speak this language if you want to change your lifestyle, it is a private school, students have a comfortable way to live and they could studied abroad, that is why I could work easily motivating them in that way.
- 4. 4 INTRODUCTION This research project is based on the education of problem of aversion to the English class by Dimitri Mendeleiev’s students. Doing the analysis during the investigation, I was able to determine how it has affected the lack of English knowledge; this problem is seen because they were never motivated by other teachers, they let me to know that English class have always been the same, teachers usually teach the same each year, besides that, their parents feed to them that English is difficult. To analyze whether this problem is true, it was necessary to use some data sources collection, it was necessary to talk with some parents during the academic process when they came to bring their children, on the other hand, I talked with each students, like that, I could know the main problems because they said to me that they want to learn English but they have not founf a better way to do it. This research project was carried out to propose some viable alternative and strategy solutions to improve the students’ English level at Dimitri Mendeleiev School.
- 5. 5 CONTENTS TABLE CONTENT ABSTRACT....................................................................................................................... 3 INTRODUCTION ............................................................................................................... 4 CONTENTS TABLE............................................................................................................ 5 PROBLEM DESCRIPTION................................................................................................... 6 PROBLEM QUESTION ....................................................................................................... 7 GENERAL OBJECTIVE....................................................................................................... 8 AIMS................................................................................................................................ 9 IMPACT...........................................................................................................................10 BACKGROUND ................................................................................................................11 ENGLISH LEVEL IN COLOMBIA...................................................................................................12 ENGLISH NATIONAL PROGRAM 2015-2025.......................................................................13 “COLOMBIA VERY WELL” ...............................................................................................13 COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: ..........................15 LEARNING, TEACHING, ASSESSMENT..............................................................................15 Common reference levels global scales:...................................................................................16 RESEARCH DESIGN .........................................................................................................17 JUSTIFICATION ...............................................................................................................18 DATA COLLECTION.........................................................................................................19 DATA ANALYSIS AND RESULTS ......................................................................................20 VIDEOS ...........................................................................................................................32 THEORETICAL FRAMEWORK ..........................................................................................33 HYPOTHESIS ...................................................................................................................34 VARIABLES AND CATHEGORIES .....................................................................................35 RESEARCH APPLICATION SCHEDULE..............................................................................37 CONCLUSIONS ................................................................................................................38 REFERENCES...................................................................................................................39 CIBERGRAPHY................................................................................................................40
- 6. 6 PROBLEM DESCRIPTION At Dimitri Mendeleiev there is a great problem with students in english classes, they do not enjoy these ones because they were never ludic and didactic, besides that, they think that english is not important for them and they did not have to learn it. It is difficult to enter and be in front of them to start a class, their faces are not the best, they usually say bad things againts english subject and that is difficult because they really do not find a motivation to work for. At home, parents do not help, for their part, they do not know english because many years ago it was not important and bilingual program did not exist, so they did not have english classes at university, like that, parents say to students that the know nothing about it and it is so difficult, that’s why they believe in them without have had a result. How would you chand the students’ mind to the english subject? What are going to be the aids by parents? What kind of activities are you going to develop in class? How would you motivate students in english classes? How many activities would you develop for class? Why is english important? What are the advantages of an english speaker?
- 7. 7 PROBLEM QUESTION Why do Dimitri Mendeleiev’s students present aversion to the English subject?
- 8. 8 GENERAL OBJECTIVE Dimitri Mendeleiev´s students will be interesting in English classes getting knowledges and good results in each activities taught.
- 9. 9 AIMS ➢ To demonstrate that english languages is easier than spanish through basic grammatical categories. ➢ To do interactive activities with teenagers, for example, acting classes teaching verbs. ➢ To let them to know the importance to be an english speaker in a future. ➢ To have better opportunities to get a job and earn more money, besides of knowing different countries and cultures.
- 10. 10 IMPACT At Dimitri Mendeleiev there is a problematic in english classes with students, they are reaaly good students, but they do not like English, there some reasons such as: their parents do not help because they said to them that English is difficult, teachnology has played an important role in students’ academic performance, they arrived at school sleepy because they late until 2:00 or 3:00 am playing free fire, chatting with friends, among others. This is a problem, but it can be worked and solved, it takes some months and many didactic english classes, we have to patient and to be motivated for students’ performance, they will start knowing that english is necessary and demanding in whatever carrear they would like to study, on the other hand, an English speaker will not have any problem to get an important job, they could travel abroad easily, besidest that, they could know a lot about other cultures. Each class will have a warm up according with the topic to teach that day, for example if the class is going to be about number and time, we could play eleven which is a great game, even they would like to play eleven every class, motivation is the better way to focus students in the class, it is necessary to work the 4 skills, that’s why, they are not going to get bored, but, they will learn a lot, and english classes will become interesting for them.
- 11. 11 BACKGROUND Students usually do not like english classes, there are many problems, in some cases on the part of teachers and on the other hand by parents, culture and society; first, some english teachers are not prepared to teach, they really do not know the language but they teach yet, others know english but do not use didactic activities and students get bored, second, parents did not have english classes because it was not important in that time, so they said to their children that english is so difficult, like that, students do not effort to learn it, third, sulture and society are great problems in Colombia, people does not want to work hard, they want everything free but we must study and work hard to get important things in a future. According to general studies of psychology, thoughts can be classified as relevant and irrelevant. A relevant thought takes place when a person dedicates his thinking to a specific task and irrelevant thoughts when they do not help in doing the task, and interfere with relevant thoughts. (Alcalá & Rubio, 2017), then, I am going to give a clear example to explain relevant and irrelevant thousht on the part of students. A relevant thought is that one which the students try to work, develop or do a deduction about it, for example, if students learn the English numbers from 1 to 20, he could imagine that next numbers is 21, like that, they could try or think that it is the result of 20 (twenty) plus 1 (one), on the other hand, an irrevelant thought is that one which the student do no think or try to do an activity, that one can even be easy, but the student would not try to think about it. To have a good performance in english subject, it is important to count with certificated english teachers, besides that, they should receive training by the government, like that, they could have better metodologies and teaching material to engage students, colombia has a program many
- 12. 12 years ago “Colombia Very Well” this country wants to improve the English level in students but there are many teachers who do not achieve the requiered level. ENGLISH LEVEL IN COLOMBIA In Colombia, there is low English level reflected in the results of the test given, for example: scores gotten in SABER TEST in the different education levels. In spite of this, The Ministry of National Education (MEN) has adopted programs to improve English especially in the formal sector. Reason which has led to the adoption of new programs aimed to five (5) and ten (10) years with the purpose of acquiring the competencies in the English area. Some people who have shared their perspectives on the causes of this problem are: (Elizondo & Francisco, 2012) “ The main cause of the poor perfomance of the Spanish-speaking countries is the low quality of public schools, besides to the low literacy in Colombia”. (Carvajal & Ana MarĂa, 2012) She said “There are few bilingual schools and the public institutions have not found the way to implement strictly subjects in English to accostume students to read, speak and write”. The specialist added that in Colombia the level in second languages is low because the students attend an English class with a duration of two hours and when they leave, they forget everything and they do not show interest in practicing the language. This problem can be seen because they do not employ good methods of learning to develop short and long term memory.
- 13. 13 ENGLISH NATIONAL PROGRAM 2015-2025 “COLOMBIA VERY WELL” The President of the Republic, Juan Manuel Santos and the Minister of Education, Maria Fernanda Campo, presented to the country the English national program 2015-2025 “Colombia Very Well”, this initiative is led by the Ministry of National Education with some governmental entities and the private sector who have put all their trust in the development of English competences in Colombia. Through the English National program 2015-2025, Colombia will increase from 9.000 to 186.000 bachelors with intermediate English level, at the same time 12.000 will be formed and will be delivered six million books in the elementary and secondary education to strengthen the learning in this foreign language. It is important to clarify that this program had already been formulated in 2004 called “Colombia Bilingüe” in order to achieve its goals in the year 2019; because the students did not show improvement in the foreign language, the Ministry of Education decided to amend the program with the name “Very Well “that begin in the year 2015 to 2025, it seeks to expand for achieving the 2025 pass graduating 55.000 to 140.000 students in higher education with intermediate-high English level. “Colombia Very Well” gives continuity to the strategies and projects implemented by the Ministry, developing competencies in foreign languages, for example, it has been a structure based on three main components to achieve better results in the sectors: educational, social, employment and business, generating better spaces for teaching and learning English.
- 14. 14 1. Teacher training strategies and teaching materials for elementary and secondary education. The professional development of English teachers will be accompanied by teaching materials, which will allow the classes to be interesting and the students will learn quickly in order to fulfill this purpose. Six million texts will be delivered to students and teachers designed by the Ministry of Education with high standards of quality. With these strategies, Colombia will increase from 9.000 to 186.000 bachelors with intermediate level (B1). The English training is being provided only to teachers in secondary school and not to those in the elementary school who really need this training. With regards to teaching materials which have not yet been delivered by the Ministry of Education, one of the leaders of this initiative. 2. Quality and support for higher education. In order to achieve this, the number of bachelors with an English level intermediate- high will have to increase from 55.000 to 140.000. It will be implemented and supported with funding schemes to strengthen the programs of degrees in English and the institutions of higher Education to improve teaching and learning practices in this language. 3. Articulation with the productive sector. In this last episode, the programs sees the need to form human talent in English, it means, teachers and students of high quality. The program seeks to create, motivate and support training in English for people of working age and people linked to the companies, helping to improve the Colombians´ opportunities in the work world.
- 15. 15 COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. It is the result of ten years of research carried out by specialists in the field of applied linguistics and pedagogy from the forty-one (41) member states of the council of Europe. The common European framework is a document that provides a common basis for curriculum development, program development, testing, evaluation criteria, manuals and teaching materials in Europe; thus, contributing to facilitate mobility between the educational and professional fields. In addition, The European framework establishes certain common reference levels that students must achieve according to the grade that they are pursuing. Students from first to third grade in elementary school should reach an A1 level; at this level they can express themselves, understand words and make simple phrases on topics related to their learning environment. Students from grade four to seven should achieve an A2 level, to comprehend and produce small texts on topics related to their daily life. Although our research project is focused only in the elementary school, we would like to speak about the other levels that students must achieve according to the Common European Framework. On the other hand, students from grade eight to eleven should achieve a B1 level, which they must be able to understand and produce oral and writing form, texts a little more elaborate with a central idea clear and coherent, and persons who are completing higher education should achieve a B2 level, with the ability to write and understand technical and academic texts according to the
- 16. 16 English area. In the C1 level we can find people able to master a foreign language with fluency and coherence using structures correctly. Eventually, people that achieve the C1 level are not necessarily native, but they have the domain of idiomatic and colloquial expressions as if it were their mother tongue. Common reference levels global scales: In conclusion, some institutions do not count with english teachers who inspire students to learn this language, it is important to enjoy eeveryday with students, on the other hand, I could prove that some schools are receiving native teachers of english for the porpuses of students to improve their pronunciation, learn idiomatic expressions, know about the culture and the importance of English language. But unfortunately, this project has not yet been introduced in all the institutions of the city. This is an excellent project in long time, native teachers are not pedagogical, so, they just can teach to students who has good knowlegde in the language, there are schools that count with native teachers for elementary school but students do not feel as good as they want, a learner teachers knows how to teach because one day he/she was a learner. (Breakthrough) (Waystage) (Threshold) (Advanced) (Effective operational (Mastery) Proficiency)
- 17. 17 RESEARCH DESIGN My research project method is projected to the students versions, results and data collection, it wants to say that they will write a text which demonstrate before and after having ingteractive english classes, after that, I will show the activities ended which will have good grades and finally I will get all activities and grades achieved by them. On the other hand, I will speak with students doing a short interview asking for personal information and basic questions, it is important that students work the abilities in english, so they must be able to write, speak, read and understand these basic questions in english.
- 18. 18 JUSTIFICATION English being a mandatory subject within the curriculum at all educational levels in Colombia, it is considered as one of the most important of the world, it is looking for that it be implemented within the study plans, also required the responsibility to teach it effectively in order to ensure the acquisition of academic standards and levels established according to the common European framework. This investigation is valid and I think I have learned so many things about possible problems in the English learning on the part of students, motivation, abilities, methodologies, warm up, games, songs, among other didactic activities are necessary to involve students in the language. These kinf of strategies can motivate and benefit students in english subject, english teachers know the importance of this language, for that reason, we must achieve that children get in love with english. It is possible to have a good performance with students, but everybody should work hard to achieve that goal.
- 19. 19 DATA COLLECTION My data collection was by analysing, during the practicum and observation, I was always taking notes about students knowledges and behaviours, after that, I worked many activities using worksheets, depending the level, I used vocabulary and grammar, most of the cases with sheets, like that, I could analyse the activities and knowledges. While they work, I used to pass for every spot talking with students about many things, between them, about english, they told me everything about las english teachers and their metodologies, that’s why I could notice that most of them do not use interactive activities for them, they like warm up, every class must start with a game according to the topic, this is a great strategy because students get charge and they are going to be motivated in the class ready to learn english.
- 20. 20 DATA ANALYSIS AND RESULTS
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- 33. 33 THEORETICAL FRAMEWORK English is a requires subject in the curriculum in colombia, It is also considered to be the most important language around the world. The Ministry of National Education (MEN) adopted English language as a subject for students to learn while attending school. (Belda & Pina, 2013) have an excellent metodology in listening and speaking abilities, first, they say that teachers must do a previous explanation about the activity, it is supervised by teachers and they work individually, the activity is made in several steps, such as: dilogues, words association, pronunciation, phonetic exercises, dictation, games, among others. Finally, students must do a debate in class sharing and practicing all the vocabulary work in the activity. To develop nice and liked english classes for students, it is necessary to use good teaching material, that’s why, I think that teachers should receive capatitation about pages and websites to find nice activities about vocabulary, grammar, listening and reading comprehension activities, there are many websites that I know, such as: iSLCOLLECTIVE, Randall, english comprehension for beginners, k5 learning, busy teacher, among others. (Herman, Reinke, Frey, & Shepard, 2013) said: When problems arise or students need extra support, in school for academic or behavioral concerns, engaging parents in a plan to suppor the student becomes a key factor in determining how successful the plan can be. Establishing collaborative relationships with all parents early in the year increases the likehood that these inevitable conversations about concerns will be helpful. This is an excellent strategie, I think that education is a hard workteam, it is important to have a percent which the teacher provides a 40%, students give 30% and parents 30% because they must be involved in the students academic process.
- 34. 34 HYPOTHESIS At Dimitri Mendeleiv School there is a problem with English subject, students really did not want to have classes, but that mind was changing according to the time, beginning the academic process, the teacher will start teaching definite and indefinite articles, demonstratives and some interesting vocabulary topics such: as numbers, time, colors, among others, they are properly to get a good performance because with these topics, we can do a lot of didactic activities. First of all, we start with articles and demosntratives, these basic concepts are necessary to the learning, besides that, the intention is to achieve that students prove by themselves the difference bewteen these languages, in English we have only one (1) definitive article while in Spanish there are five (5), talking about indefinitive articles, in English there are two (2), while in Spanish there are (5), finally we have demonstratives which we can see a great difference because in English language there are four (4) while in Spanish we have fifteen (15) it wants to say that English is easier than Spanish, on the other hand, in English there is no gender, adjectives are not pluralized, among others. After these basic concepts, we will do exercises to apply this knowledge, after that, we will start learning vocabulary topics, for example, I teach numbers, but after that, I start with some games as eleven, simon says, etc. this metodology is important because they got motivated and English classes start being interesting for them, Teacher is important to achieve it, he/she must be a person who give confidence to the students. After a long and a good process, students wanted to have more English time intensity, this is comfortable because we are having a great percent, if everyone gives a extra mile, surely they will probably be english speakers in a future.
- 35. 35 VARIABLES AND CATHEGORIES In this problematic, I will let to know, causes, consequences and alternatives of solutions, fist of all, we have causes, there are several problems, students do not pay attention to English classes, that’s why they are not learning, currently, kids are involved with technology and this is a big problem, second, the apathy or aversion to English classes, they get dissapointed and get angry talling that English in difficult and they are not able to pronounce words, parents do not help too much, they let students to know that English is difficult and besides that, it is not important for them in a future, by the way, they cannot help students with homework because they do not know this language. On the other hand, we have consequences, students can lose the subject, due to, they have to pay private English teachers to study and achieve to pass the make up, we know extra classes are expensive, inadequate knowledge and law level for next grades, if a student do not comprehend all the topics and even so, his/her academic process continues, he/she could have serious problems in the next grade because topics are going to be similar but difficulty will increase, another problem could be the disinterest and bad behaviour in class, if a student do not understand the topics, he/she could be sleepy in class or will start annoying everywhere because he/she does not want to do the activity, finally, I think that a teacher would feel bad because, he/she must use and change strategies to involve students, it is a hard work and results are important, so, the teacher al always waiting that grades are good and students can use and demonstrate their knowledges. Finally, I will give again the possible alternative solutions, the most important thing is to invlove students, teacher’s personality must be important, we have to arrive happier and happier every class and if it were the last one, they get motivated and feel nice when the teacher is full of
- 36. 36 energy, the idea is to broadcast it to them, after that, teacher must start his class with a great greeting, then, he will teach them a game, this has to be closed with the topic, it last 10 or 15 minutes, a nice metodology is to do a dear, we play but then you just pay attention to the class. Rules are important as attention, the best way is to keep always their notebooks closed, teacher must let students to know that English is the easiest one and it is just necessary to pay attention to class and no more, first 30 minutes are the most important, if students is focused, he/she is going to learn the topic and everything will be ok, then, it is imporntat to take a grade, it can be through an easy activity about the topic taught, the idea is that everyone understands and by the way get good grades, like that, they are going to prove that it is easy and get happy thanks to the knowledge acquired
- 37. 37 RESEARCH APPLICATION SCHEDULE To do my research schedule, I used the tool Time Toast, in this one, I added all the events in order, I mean, this is the order which I made my research project. https://www.timetoast.com/timelines/2031256
- 38. 38 CONCLUSIONS ➢ Saying by students “I do not like English” is common and everyone says that, but they can change their mind through motivation which is one of the most important item to involve them, that’s why I have a phrase: learn English playing and play learning English. ➢ Students show disinterest because they feel that their knowledge is low, parents do not know English, besides that, they say that English classes were not as didactic as now, they could make many different activities, they felt comfortable, and English became interesting for them, on the other hand, they understood the importance to know English in the worldwide. ➢ At Dimitri Mendeleiev school there are not proper resources and materials for teaching English, there is a tv but not video beam, I had to buy a speaker, like that, I could work listening skill with them, though audios and songs, by the way some didactic and legos, crossword puzzles, among other material interesting for them.
- 39. 39 REFERENCES REFERENCES Alcalá, & Rubio. (2017). ELIA: Estudios de LingĂĽĂstica Inglesa Aplicada. Obtenido de ELIA: Estudios de LingĂĽĂstica Inglesa Aplicada: http://revistas.uned.es/index.php/ELIA/article/view/18226 Belda, J., & Pina, V. (2013). Obtenido de https://web.ua.es/en/upua/documentos/studies/programmes/90643.pdf Carvajal, & Ana MarĂa. (03 de Diciembre de 2012). guiaacademica. Obtenido de http://www.guiaacademica.com/educacion/personas/cms/colombia/noticias_academicas /2012/ARTICULO-WEB-EEE_PAG-12418885.aspx Elizondo, & Francisco. (03 de Diciembre de 2012). guiaacademica.com. Obtenido de http://www.guiaacademica.com/educacion/personas/cms/colombia/noticias_academicas /2012/ARTICULO-WEB-EEE_PAG-12418885.aspx Herman, K., Reinke, W., Frey, A., & Shepard, S. (2013). Motivational Interviewing in Schools. New York: Springer.