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1. UNIVERSIDAD MAGISTER
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR
AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL
INGLÉS
A DESCRIPTIVE STUDY ON THE COMMUNICATIVE
COMPETENCE IN ENGHISH LANGUAGE OF ADULT
STUDENTS AT CINDEA OF 4P3N OF THE RITA
YEAR 2015-2016
YESENIA MUÑOZ SALINAS
FABIOLA AZOFEIFA
SAN JOSÉ, MAYO 2016

2.  INTRODUCTION

3.  Adult students professors has been seen difficult in their students
to learning English. The more difficult for them is listening
comprehension and speaking skills. The main problem is that the
curriculum for CINDEA students of fourth period third level (4P3N)
is more focused in reading and writing comprehension by the
teachers.

4.  Most of Costa Rican CINDEA teachers do not have the time to
introduce oral communication in their classes.
 The curricular programs of MEP are based on the four skills.

5.  JUSTIFICATION
This Memoir is based on the a descriptive study on the
communicative competence in English language adult
students at CINDEA of 4P3N of the Rita, most of the students
that are actually in the public High School are not prepare to
interact with others.

6. GENERAL OBJECTIVE
 To study the communicative competence in English language
of adult students at CINDEA of 4P3N of the Rita in order to
improve the oral communication skills.

7. SPECIFIC OBJECTIVES

8.  To mention some characteristics about communicative
competence.

9.  To describe the influence of teachers in the characteristics of
the adult students when they have oral communication with
others.

10.  To identify the importance of talk with native people, teachers and
partners in the English class.

11.  To propose a method to teach students oral communication.

12. VARIABLES
 Communicative competence
 Interactive techniques
 Adult students characteristics
 Oral communication

13. INSTITUTION FRAMEWORK
 This High School is an official public institution which belongs
to the Ministry of Education in which is taught the common
academic lessons. The institution requires its students to take
5 years of study (3 years in third cycle and 2 years in
diversified education).

14.  THEORETICAL FRAMEWORK

15. ORAL COMMUNICATION DEVELOP
 Oral communication is the process of expressing information
or ideas by word of mouth.
INFORMAL:
 Face-to-face conversations
 Telephone conversations
FORMAL :
 Presentations at business meetings

16. TYPICAL TECHNIQUES
 Translation
 Reading Comprehension Questions
 Antonyms/Synonyms
 Spelling
 Fill-in-the-blanks: Filling in gaps in sentences with new words
or items of a particular grammar type.
 Memorization: Memorizing vocabulary lists, grammatical rules
and grammatical paradigms.

17. DISADVANTAGES OF TYPICAL TECHNIQUES
 Language learning experience is uninspired and boring
 Left the students with a sense of frustration when they travel
to countries were English is spoken.
 Neither approaches nor encourages the students´
communicative competence.
 There is no opportunities to communicate
 Repetition can turn the lesson boring

18. INFORMAL TECHNIQUES

19. TYPE OF RESEARCH
Descriptive and Exploratory
 Descriptive
Research is one in which information is gather evidence without
changing the external conditions.
 Exploratory
Research is described as the initial research into a hypothetical or
theoretical idea.

20. ANALYSIS AND INTERPRETATION OF THE
RESULTS

21. ENGLISH LANGUAGE IS DIFFICULT TO LEARN
Yes No Sometimes
66.67%
19.05%
14.29%

22. SKILLS USED IN THE ENGLISH CLASS
Listening and Speaking Reading and writing writing
38.10%
57.14%
4.76%

23. OPINIONS ABOUT THE ENGLISH CLASS
Comfortable Good Need to impove
4.76%
23.81%
71.43%

24. THE USE OF NEW ACTIVITIES TO COMMUNICATE
WITH OTHERS
Yes, I agree Sometimes
61.90%
38.10%

25. CONCLUSIONS
COMMUNICATIVE COMPETENCE
Based on the research teachers implement proper interactive
techniques for the development of adult students
communicative competence, all of these strategies and
techniques are closely related to the Competence Method.

26. ADULT STUDENTS CHARACTERISTICS
Adult students characteristics refer to physical, mental,
emotional, and social descriptions of an individual. The majority
of the adults students are working in different fields they have
little time to study, lack communication with the teacher; fear to
pronounce in the oral form, Indifference toward the language
and lack interest to improve the oral communication this affect
considerably the teaching process.

27. ORAL COMMUNICATION
The oral communication is important and should be
incorporate into adults students Cindeas curriculums.
Conversation is a good way to communicate. An hour of
conversation is better than five hours in a classroom because
is more interesting communicate with a person in front of
them than a book or a recorder.

28. RECOMENDATIONS
 Oral communication provides more opportunity for getting and
keeping interest and attention.
 It is important to get feedback.
 Oral communication provides more opportunity for both the
sender and the receiver .
 Oral communication provides more opportunity to get
attention.

29. Proposal

30. GENERAL OBJECTIVE OF THE PROPOSAL
 To implement proper interactive techniques for the
development of adult student communicative competence at
A4P3N Cindea La Rita high School in Guápiles to develop the
oral communication with the English language.

31. SPECIFIC OBJECTIVES
 To analyze practical ideas of teaching by including more
communicative activities in the lesson.
 To propose communicate competence method by interacting
with other native speakers, professor and partners in the oral
form.
 To mention the importance of talk with native people, teachers
and partners in the English class.

32. GUEST A PROFESSOR OR NATIVE SPEAKER
 Interacting with native speakers helps to students use
vocabulary include fixed word collocations, phrasal
verbs, idioms, proverbs and regional differences in
vocabulary usage for the needs of the learner in real
life.
 For instance; memorizing a word in a book it does not
stick the same way that being forced to use a word in
conversation.

33.  CONVERSATIONS
 Teacher will give a previous question to the students and the
professor going to invite an English native speaker to answers
the question in the class in the oral form.

34. GUIDE FOR STUDENTS CONVERSATION
 Objectives: To analyze the results of this investigation in order
to interacting in the oral form in the class.
 NAMES
 WORK AND OCCUPPATIONS
 MARITAL STATUS
 FAMILY
 AGE
 CONTACT INFORMATION
 OTHER PERSONAL INFORMATION

35.  ROLE PLAY SITUATION
 OBJECTIVE
To present situation lived by the students in order to
find a solution for them.

36. Conclusion
Oral communication is important and should be
incorporate into adults students Cindeas
curriculums.

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