This document outlines a research study that will describe teaching techniques used under the communicative approach for teaching basic English and French at the University of Quintana Roo. The study will use questionnaires to gather data from English and French teachers on their use of various techniques and how frequently they employ them. Results will be analyzed to identify relationships between teaching techniques and factors like teacher demographics, experience, and language taught in order to evaluate the effectiveness of the communicative language teaching approach.

1. Teaching techniques used under the
communicative approach in the basic levels
of English and French at the University of
Quintana Roo
General Line of Research: Teaching Techniques
Nature of Research: Descriptive /correlational

2. Layout
• 1. Introduction
1.1Background
1.2 Statement of the problem
1.3 Rationale
1.4 Objectives
1.5 Research questions
1.6 Significance/relevance of the study
• 2. Literature Review
2.1 Simulation/gaming and the acquisition of communicative competence in another language
2.2 Understanding and Implementing the CLT (Communicative Language Teaching) Paradigm
2.3 Shifts in Beliefs about Second Language Learning
2.4 Similarities and Differences in Teachers' and Researchers' Conceptions of Communicative Language Teaching:
Does the Use of an Educational Model Cast a Better Light?
2.5 World Language Instruction and Teacher’s Beliefs: The Implications of Communicative Language Teaching
2.6 EFL Teachers’ Attitudes toward Communicative Language Teaching in Taiwanese College
2.7 Preparing Adult Educators: The Need to Develop Communicative Language Teaching Skills in College-Level
Instructors
• 3. Theoretical framework
3.1 Theoretical perspectives about the nature of language in language teaching
3.2 Conceptual definitions
3.3 Description of teaching techniques
3.4 Historical background and description of the communicative language teaching approach
3.5 Foreign Language teaching of English and French at the University of Quintana Roo

3. Variables
• Age
• Gender
• Language the professor teaches
• Teacher’s educational background
• Teaching Techniques used
• Frequency of use

4. Statement of the problem
• What is happening at the University referring to
teaching techniques when teaching languages?
• Why English and French?
• Why the communicative approach?
• What do the teaching techniques need to be
described?

5. Rationale
• My experience.
• What motivates me to do this research.

6. Objectives
• General
This work is aimed to describe the techniques
used by foreign language teachers at the
University of Quintana Roo in the basic levels of
English and French.
• Particular
The description of the techniques will help to
establish a relationship between those used for
teachers of French and English

7. Research questions
• What are the techniques that English and French language teachers use under the
communicative approach?
• Is there any relation between the techniques used by the teachers of English and French?
• How often are the techniques used?
• Is there any relationship between the teacher’s age and the teaching techniques used?
• Is there any relationship between the teacher’s gender and the techniques used in the
classroom?
• What is the relation between the teacher’s educational background and the techniques
used?
• Are the techniques different depending on what the students’ major is?

8. Significance/relevance of the study
• More than just providing a description of the
techniques that language teachers of English
and French use, this research will provide
evidence upon the effectiveness and validity
of the communicative language teaching
approach. The description of the techniques in
this work will help future English and French
language teachers.

9. Literature Review
• Studies on the communicative approach
• Simulation/gaming and the acquisition of communicative competence in another language
• Understanding and Implementing the CLT (Communicative Language Teaching) Paradigm
• Shifts in Beliefs about Second Language Learning
• Similarities and Differences in Teachers' and Researchers' Conceptions of Communicative
Language Teaching: Does the Use of an Educational Model Cast a Better Light?
• World Language Instruction and Teacher’s Beliefs: The Implications of Communicative
Language Teaching
• EFL Teachers’ Attitudes toward Communicative Language Teaching in Taiwanese College
• Preparing Adult Educators: The Need to Develop Communicative Language Teaching Skills
in College-Level Instructors

10. Theoretical Framework
• Theoretical perspectives about the nature of language in
language teaching
• Conceptual definitions
• Description of teaching techniques
• Historical background and description of the
communicative language teaching approach
• Foreign Language teaching of English and French at the
University of Quintana Roo

11. Method
• Subjects, participants or informants
Teachers for the basic levels of English and French at the University of
Quintana Roo will be the informants in this study
• Instruments or materials
Questionnaires based on the Likert type scale

12. • Procedure
It is been planned to first test (piloting) the questionnaires with some
teachers of English and French in order to evaluate the effectiveness of
the questionnaires, if necessary some changes need to be done. Once the
questionnaires have been improved the are going to be handed in to the
participants.
• Data analysis
The resulting data will be subject to a reliability analysis to estimate its
accuracy. The analysis of the data will be carried out through computer
software, such as Microsoft Excel and SPSS.

13. Timeline of activities