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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)
SCHOOL OF LANGUAGES AND LINGUISTICS EDUCATIONAL PROJECT
TOPIC INFLUENCE OF IDIOMS ON ORAL PRODUCTION
PROPOSAL DESIGN OF A BOOKLET OF ORAL EXERCISES ABOUT
IDIOMS TO ENHANCE THE ORAL PRODUCTION.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF LICENSING IN SCIENCES OF
EDUCATION, MAJOR IN LANGUAGE Y ENGLISH
RESEACHERS JACQUELINE MARIA ANDRADE SUAREZ
ANA MARIA ULPO QUIZHPI
DIRECTED BY: MSC. JACQUELINE LOPEZ
GUAYAQUIL – ECUADOR 2017
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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF
EDUCATION EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero DEAN SUB-DEAN MSc. Alfonso Sánchez Ab. Sebastián Cadena Alvarado DIRECTOR GENERAL SECRETARY
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Guayaquil, 17 de Octubre de 2017. MSc. SILVIA MOY-SANG CASTRO, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el tema: Influencia de modismos sobre la producción oral. Propuesta: Folleto de
ejercicios orales sobre modismos para mejorar la producción oral.
English Topic: Influence of idioms on oral production. Proposal: Booklet of oral exercises
about idioms to enhance the oral production. Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación. Atentamente, ____________________________ ____________________________ Jacqueline María Andrade Suárez. Ana Maria Ulpo Quizhpi C.I. 0930524137 C.I. 0930122585
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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL
PROYECTO TEMA: INFLUENCE OF IDIOMS ON ORAL PRODUCTION. BOOKLET OF ORAL EXERCISES ABOUT IDIOMS TO ENHANCE THE ORAL PRODUCTION.
APROBADO
______________________________ Tribunal No 1
________________________ _________________________ Tribunal No 2 Tribunal No 3 _____________________________ ____________________________ Jacqueline María Andrade Suarez Ana María Ulpo Quizhpi C.I. 0930524137 C.I. 0930122585
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EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: ______________ EQUIVALENTE A: ___________________
Quantitative and qualitative grade declaration
TRIBUNAL
______________________________
________________________ _________________________
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DEDICATION
The present work is dedicated first to God, who allowed me to successfully
complete this beautiful stage of my life, a stage in which I could
understand and value each one of the blessings with which he surrounds
me.
To my parents for their advice and examples that have guided me
throughout my life. To my husband for all the spirit that gives me day by
day to reach all my goals, but above all to my son David by all his love that
is the force of my happiness and my aspirations to look for something
better for you dear son.
Jacqueline Maria Andrade Suárez
viii
DEDICATION
My thesis, I dedicate with all my love and affection to my beloved husband
Christian Balseca for his effort and sacrifice, for supporting me in this race
for our future and for believing in my ability, although we have spent
difficult times and he has always been giving me his understanding, my
love and love.
To my beloved children Benjamin, Dulce Maria, and Caleb for being my
source of motivation and inspiration to be able to surpass me every day
more and thus to be able to fight for that life gives us a better future.
To my beloved mother and brothers who with their words of
encouragement would not let me fall to continue and always persevering
and fulfilling my ideals.
To my colleagues and friends present and past, who without expecting
anything in return shared their knowledge, joys and sorrows and all those
people who during these five years were by my side supporting me and
made this dream come true.
Thank you all.
Ana María Ulpo Quizhpi
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ACKNOWLEDGEMENTS
To God for all the patience, effort and dedication he has given me throughout the entire career. For my parents, husband and son for all their support. Also to my teachers for sharing all their knowledge, in a special way to my tutor, for her uprightness in her profession as a teacher, for her advice to successfully complete the present work. To my thesis partner for all her cooperation, more than a partner a great friend.
Jacqueline Maria Andrade Suárez
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ACKNOWLEDGEMENTS
My gratitude goes to those who have helped me along the way and have
guided me on the right path, to God, who is always with me helping me to
learn from my mistakes and not to commit them again, you are the guide
of the destiny of my life. This gratitude is also addressed to a very special
person who with great dedication, patience, was always by my side and
when it seemed that it was difficult she taught me that desire something
enough to reach it and together we achieve it is my thesis partner
Jacqueline whom I thank infinitely.
Thank you so much.
Ana María Ulpo Quizhpi
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GENERAL INDEX
GENERAL INDEX PRELIMINARY PAGES Authorities .................................................................................................. ii
Tutor’s report ............................................................................................. iii
Copyright declaration ................................................................................ iv
Approval declaration .................................................................................. v
Quantitative and qualitative grade declaration .......................................... vi
Dedication ................................................................................................ vii
Acknowledgements .................................................................................. ix
GENERAL INDEX ..................................................................................... xi
Spanish abstract .......................................................................................xv
Abstract ................................................................................................... xvi
Introduction………………………………………………………………………1 CHAPTER I THE PROBLEM
Context of the investigation ........................................................................ 2
Conflict situation ......................................................................................... 3
Scientific fact .............................................................................................. 3
Causes ....................................................................................................... 4
Problem formulation ................................................................................... 4
Objectives .................................................................................................. 4
General objectives ..................................................................................... 4
Specific objectives ..................................................................................... 5
Scientific questions .................................................................................... 5
Justification ................................................................................................ 5
CHAPTER II THEORICAL FRAMEWORK
Background ................................................................................................ 8
Theoretical foundation ............................................................................. 10
Linguistic foundation ................................................................................ 10
Didactic foundation .................................................................................. 14
xii
Pedagogical foundation ........................................................................... 16
Psychological foundation ......................................................................... 19
Sociological foundation ............................................................................ 20
Philosophical foundation .......................................................................... 22
Legal foundation ...................................................................................... 22
CHAPTER III
METHODOLOGY,PROCESS ANALYSIS,RESULTS AND DISCUSSION
Methodological Design ............................................................................. 25
Types of research .................................................................................... 26
Descriptive ............................................................................................... 26
Explanatory .............................................................................................. 27
Population and sample ............................................................................ 27
Operationalization of the variables ........................................................... 28
Methods of the research .......................................................................... 29
Analysis – Synthesis: ............................................................................... 29
Inductive – Deductive ............................................................................... 29
Statistical method ..................................................................................... 30
Analysis and interpretation of results ....................................................... 32
Pearson Chi square test. ......................................................................... 42
Analysis Chi square test: ......................................................................... 43
Correlation between variables.................................................................. 43
Conclusions and recommendations ......................................................... 44
CHAPTER IV
PROPOSAL
TITLE ....................................................................................................... 45
Justification .............................................................................................. 45
Objectives ................................................................................................ 45
General Objective .................................................................................... 46
Specific objectives ................................................................................... 46
Feasibility for its application ..................................................................... 46
Financial. ................................................................................................. 46
Legal ........................................................................................................ 46
Human resources ..................................................................................... 46
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Political: ................................................................................................... 47
Theoretical aspects .................................................................................. 47
Linguistic aspect. ..................................................................................... 47
Didactic aspect: ........................................................................................ 47
Pedagogical aspect. ................................................................................. 47
Legal aspect............................................................................................. 48
Description of the proposal ...................................................................... 48
Methodological Recommendations .......................................................... 49
Conclusions ............................................................................................. 51
REFERENCES ....................................................................................... 52
BIBLIOGRAPHY .................................................................................... 53
Annexes………...……………………………………………………………...56
Proposal………………………………………………………………………..83
INDEX OF TABLES
Table 1: Types of idioms ......................................................................... 12
Table 2: Activities type ............................................................................ 15
Table 3: Elements for cooperative learning .............................................. 17
Table 4: Population and sample………………………………………… ..... 27
Table 5: Operationalization of the variables……………………….………..28
Table 6: survey´s frequency and percentage. Item N° 1 .......................... 32
Table 7: survey´s frequency and percentage. Item N° 2 .......................... 33
Table 8: survey´s frequency and percentage. Item N° 3 .......................... 34
Table 9: survey´s frequency and percentage. Item N° 4 .......................... 35
Table 10: survey´s frequency and percentage. Item N° 5 ........................ 36
Table 11: survey´s frequency and percentage. Item N° 6 ....................... 38
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Table 12:survey´s frequency and percentage. Item N° 7 ......................... 39
Table 13: survey´s frequency and percentage. Item N° 8 ........................ 40
Table 14: survey´s frequency and percentage. Item N° 9 ........................ 40
Table 15: survey´s frequency and percentage. Item N° 10 ...................... 41
Table 16: Influence of idioms on Oral Production .................................... 42
Table 17: scope and sequence………………..……………………………..50
INDEX OF GRAPHICS
Graphic 1: Survey item N° 1……………………………………………….32
Graphic 2: Survey item N° 2……………………………………………….33
Graphic 3: Survey item N° 3……………………………………………….34
Graphic 4: Survey item N° 4……………………………………………….35
Graphic 5: Survey item N° 5……………………………………………….36
Graphic 6: Survey item N° 6……………………………………………….37
Graphic 7: Survey item N° 7……………………………………………….38
Graphic 8: Survey item N° 8……………………………………………….39
Graphic 9: Survey item N° 9……………………………………………….40
Graphic 10: Survey item N° 10…………………….………………………41
xv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SITEMA DE EDUCACIÓN: PRESENCIAL ESPECIALIZACIÓN: LENGUA INGLESA Y LINGÜÍSTICA
RESUMEN
En la investigación la causa de las deficiencias de la producción oral en
los estudiantes de segundo año de bachillerato sección “E” del Colegio
Fiscal “Vicente Rocafuerte”, (V.R). los autores de este proyecto realizaron
esta investigación. Su propósito era saber si los modismos influían en la
producción oral del inglés como idioma extranjero; de esta forma los
modismos serian la causa del problema investigado. Para implantar bases
teóricas los autores de este proyecto tuvieron que asesorarse con
trabajos referentes a los modismos y la producción oral. Los siguientes
métodos fueron usados para el trabajo investigativo: métodos teóricos,
tales como análisis-síntesis, inductivo-deductivo, lógico-histórico,
sistémico estructural-funcional; métodos estadísticos; además técnicas
empíricas como observaciones, entrevistas y encuestas. Estas técnicas
llegaron a ser instrumentos; aquellos instrumentos fueron aplicados a la
población que tenía el problema. Una vez que se obtuvo el resultado de
cuya investigación, los autores llegaron a la deducción que los modismos
si influyen en la producción oral. Por esto ellos justifican y sugieren un
material educativo de apoyo para reforzar los modismos en la producción
oral; este es un folleto de ejercicios de modismos para fortalecer o
mejorar la producción oral.
xvi
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)
ABSTRACT
In the investigation the cause of the deficiencies of oral production in the
students of 2ND year section “E" at “Vicente Rocafuerte" (V.R) Public High
School, the authors of this project carried out this investigation. Its purpose
was to know if the idioms influenced the oral production of English as a
foreign language; in this way the idioms would be the cause of the
problem investigated. In order to establish theoretical bases, the authors
of this project had to consult with works related to idioms and oral
production. The following methods were used for the investigative work:
theoretical methods, such as analysis-synthesis, inductive-deductive,
logical-historical, systemic-structural-functional; statistical methods; as well
as empirical techniques such as observations, interviews and surveys.
These techniques became instruments; those instruments were applied to
the population that had the problem. Once we obtained the result of whose
research, the authors came to the conclusion that idioms do influence oral
production. For this reason they justify and suggest an educational
material of support to reinforce the idioms in the oral production; this is a
booklet of exercise of idioms to strengthen or improve oral production.
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INTRODUCTION
The authors of this project decided to investigate the influence of idioms in
the oral production in English due to the demonstration of a problem that
the students in 2nd year of baccalaureate "E" of the Public High school
Vicente Rocafuerte. Their problem was that the students did not
understand idioms and neither do they know how to speak or express
themselves in the English language. Inquiring in this subject allows the
authors to determine if the idioms influence the oral production to the point
of being the cause the deficiency in the oral production.
This research will be based on a theoretical framework; it was based on
an analysis of strategies, methods, techniques, theories linked in the
development of oral production and learning of idioms suggested by
several authors. It also gives a solution to this problem which will be of
help for our initial objective of such research. To improve the English
language and have a satisfactory education for our society. This research
was based on different methods and techniques
Chapter I
It shows the problem and the factors of the investigation.
Chapter II
It presents the different methods, techniques and strategies of several
authors which were applied in this project.
Chapter III
It explains the methodology used, the results, and the interpretation once
the research instruments have been applied.
Chapter IV
Shows the solution exposed for that problem
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CHAPTER I
THE PROBLEM
Context of the investigation
The learning of a second language does not only imply the
frequency in application of vocabulary in the classroom for the
development of the oral production, it implies the use and the development
of expressions their meaning is not literal, it is adapted accordance with
the cultural environment cultural meaning. As the use of idioms help
students to optimize oral production and understand easily the language.
Idioms reflect a cultural linguistic that allow speakers express an
idea with little words. The students of 2nd year of Bachillerato section “E”
of Vicente Rocafuerte high school of Guayaquil city they showed
insufficient interest in the learning of idioms in the English language,
through a bibliographical, statistical and field research, which makes it
difficult the development of oral production.
Vicente Rocafuerte Superior Technological Institute, founded in
December 6, 1841 attending the requirement of the Governor of
Guayaquil, as well as the president of Ecuador Juan José Flores. The 10
of December of 1900 was granted by legislative decree of the National
Congress the name of Colegio Nacional "Vicente Rocafuerte". Located in
the Guayaquil city in the street José Vélez Villamar 2203.
With 171 years of history, from its beginnings the school was mixed until
1937, later it was decided that it will be only for boys. On April 29, 2005,
the National Council of Higher Education (Cones up) approved the
3
establishment as a Higher Technological Institute. Due to the education
law implemented under the government of the president Rafael Correa, so
that the school returned to be working as a mixed school in 2012.
Conflict situation
The researches evidenced that in the high school there are no
resources focused in the handling of idioms for the development of the
oral production, which shows the insufficient use of certain expressions
that are part of learning process of the language. Students are not ready
to use idioms because first they have to learn and recognize what kind of
idioms is necessary for each situation according to context analyzing the
meanings of some common English language idioms.
Another factor is that the teaching system of the teacher consists of
searching word by word in the dictionary having a textual translation; this
establishes that students cannot interpret idioms on oral production on a
contextual way.
Therefore, the results indicate that the domain in the oral
production of the English language does not agree with the standardized
level B1.1 according to the Ecuadorian Government, since they are not
able to express idioms to maintain a dialogue according to their standard
levels.
Scientific fact
(Ecuador está entre los países con el nivel más bajo de inglés,
2014) El Telégrafo. A score of 46.90 out of 100 placed in Ecuador in the
48th place, with the lowest level of English among 60 countries in the
world, according to an assessment by Education First (EF). This is an
international company specialized in the language teaching.
4
The results obtained by the private academy do not vary much from
the test carried out by the Ministry of Education (Mineduc). In 2009, the
state portfolio underwent an English test for students in the tenth grade
and third year of high school, which was 13 out of 20.
The scientific facts of the present investigation are difficulties in the
development of oral production in students of 2nd year of Bachillerato
section E of the Vicente Rocafuerte high school the city of Guayaquil,
academic period 2017-2018.
Causes
Based on the diagnostic test performed were identified the following
causes:
- Limited resources for the development of idioms.
- Insufficient use of idioms.
- Problems to interpret idioms.
Problem formulation
How do idioms influence in the development of oral production in
students of 2nd year of Bachillerato section “E” of Vicente Rocafuerte high
school, Guayaquil Canton, city of Guayaquil, Ximena parish, zone 8,
district 3, academic period 2017-2018?
Objectives
General objectives
To determine the influence of idioms in the development of oral
production through a bibliographical and statistical field research for the
5
design of a booklet of oral exercises about idioms to enhance the oral
production.
Specific objectives
- To value idioms through a bibliographic, statistical and field
research.
- To characterize the development of oral production through a
bibliographic, statistical and field research.
- To design of a booklet of oral exercises about idioms to enhance
the oral production through the interpretation of data obtained.
Scientific questions
- What is the current situation of students of 2nd year section “E” of
Bachillerato of Vicente Rocafuerte high school with respect to the
development of the oral production?
- Which can be the causes that influence the development of oral
production?
- What are the theoretical foundations that support the development
of oral production in relation to idioms?
- How do idioms influence the development of oral production?
- How does a booklet with oral exercises about idioms influence to
enhance oral production based on idioms?
Justification
The present investigation is pertinent because the idioms are
fundamental element for the purpose of the English language. Students of
2nd year of Bachillerato section “E” of Vicente Rocafuerte high school,
through a bibliographic, statistical and field research, they showed
insufficient interest in the learning of idioms in the English language, which
6
makes it difficult to develop oral production. The solution offered by the
work will give a significant advance to oral production through exercises
on idioms in which students will have to interact to produce what they have
learned
(Dixson, 2004) Explains that “The use of idioms is so widespread
that an understanding of these expressions is essential to successful
communication, whether in listening, speaking, reading, or writing”. It said
that application of expressions are fundamental for people express
naturally, whose meaning is not composite, because is not derived from
that of its components.
This project is based on the Constitution of Ecuador, its title II,
called “rights”; chapter II, the fifth section that is “education”; article 27
“Education will focus on the human being and shall guarantee holistic
human development, in the framework of respect for human rights, a
sustainable environment, and democracy; education shall be participatory,
compulsory, intercultural, democratic, inclusive and diverse, of high quality
and humane; it shall promote gender equity, justice, solidarity and peace;
it shall encourage critical faculties, art and sports, individual and
community initiatives, and the development of competencies and
capabilities to create and work ”.
One of the main objectives of the Foreign Language Curriculum of
the Ministry of Education of the Ecuadorian government is to develop the
personal, social and intellectual skills necessary to reach their potential to
participate productively in a globalized world that operates in English. This
project does not only pretend to foment the use of idioms as a part of
vocabulary, the project pretends the use of idioms as an important part of
oral production in context knowledge.
Education is indispensable for knowledge, exercise of rights and
building a sovereign country and it is a key strategy for national
development. The Ecuadorian standards of English education for the first
7
year of Bachillerato corresponds to level B1.1 and according to the
EUROPEAN COMMON FRAMEWORK OF REFERENCE FOR
LANGUAGES corresponds to level B1. Indicating the ability to participate
spontaneously in conversations that address everyday issues of personal
interest or that are relevant to everyday life (eg, family, hobbies, work,
travel and current events). Link phrases in a simple way in order to
describe experiences, hopes, to justify opinions and projects, narrate the
plot of a story, film, book and describe reactions.
According to the NATIONAL PLAN OF GOOD LIVING objective
4.8 literal C “To develop pedagogical instruments that allow the
interculturality of the educational system”. The research work focuses on
idioms as they represent the cultural aspect of a community of speakers,
this will allow students to participate in a context depending on the
situation.
One of the main objectives of the Foreign Language Curriculum of
the Ministry of Education of the Ecuadorian government is to develop the
personal, social and intellectual skills necessary to reach their potential to
participate productively in a globalized world that operates in English. This
project does not only pretend to foment the use of idioms as a part of
vocabulary, the project pretends the use of idioms as an important part of
oral production in context knowledge.
Therefore the investigation work is innovative because implement
oral exercises as tools that allow to improve the use of idioms where the
beneficiaries will be mainly the students that allow them their development
in the oral production of the English language. Teachers will benefit
because they will be able to apply the exercises as guides improving
resources in the use of idioms and parents or representatives will see a
short and long time a result positive in students´ oral production.
8
CHAPTER II
THEORETICAL FRAMEWORK
Background
Within the Bibliography found on the Internet from the last 5 years it
was evidenced that there are research works concerning to the topic of the
present work. Among the works that are related to the topic raised have been
found the following:
Villalba & Taberoa (2012) in their research work: "Teaching Idiomatic
Expressions in English as a Foreign Language” to obtain the degree of
Bachelor of Education in English Mention; research that presents an analysis
of different theories that support the study of these expressions for the
development and improvement of communicative skills in English. Through
observations in the classroom, the researchers realized little use of these
expressions by teachers.
Nevertheless, teachers manifest interest that the learning of these
expressions is deepened through different strategies or didactic methods.
Researchers do an analysis of different theories that support the study of
these expressions for the development and improvement of communicative
skills in English.
Proaño Valdiviezo (2013) " the idiomatic expressions in oral
communicative development of English in students of 9th basic cycle years of
Mayor Pedro Traversari school” Thesis presented as a requirement to opt the
9
bachelor's degree in Education Sciences Plurilingual of Universidad Central
del Ecuador, Philosophy Faculty.
Thesis focuses in the use of idiomatic expressions or idioms as a
significant importance in a contextual situation, referring to importance of
idiomatic expressions in the oral communication because they express a
social and cultural contain. Through Quantitative-qualitative investigation
showed that the causes are the strategies of teaching and the limit tools the
for use of idiomatic expressions or idiom.
KHAN & CAN (2014) “Idioms in materials designed by EFL teacher-
trainees”. Participants were students of fourth-year of Department of English
Language Teaching in a state university in Turkey. This study analyses the
use of idioms in the English language in the Turkey University.
The objective of this study is to investigate EFL teachers' perceptions
of their language knowledge, language attitudes and their use of materials in
internal instructional materials. Through the analysis of quantitative and
qualitative data because professionals do not incorporate the use of idioms in
a way to help to improve the communicative competence of students.
The analysis of the data also reveals that the documents have an
idiomatic learning experience for what might have been influential in the use
of materials, although it shows positive attitudes towards language
instruction. The study has important dimensions that are not far removed from
our reality by limiting with imported materials for the use of idioms.
In the bibliographic search in the repository of the University of
Guayaquil in the Language and Linguistics School of the Faculty of
Philosophy, it was found that the thesis work of Aroca Fajardo & Castro
Vaque (2013) with the topic: “How to manage the streght the English learning
with pleasant idiomatic expression”. With the proposal “Design and
10
application of booklet with selected idiomatic expressions using ludical
techniques”. This research contributes as reference in the use and
importance of idiomatic expressions in the English language, contributing with
motivating activities to facilitate the learning of the student.
The previous works contributed significantly to the foundations of the
work exposed, giving importance to the idioms to develop the oral production
of English. Taking into account strategies, activities, methodologies and
techniques emphasizing the use of idioms within a context not only within the
classroom but actively in a community of native speakers.
Theoretical foundation
Linguistic foundation
Classically the idioms are conceptualized as fixed expressions of a
group of words whose meanings cannot be said from a literal meaning of the
individual words that form these expressions. This argument is corroborated
with "idioms are multi-word expressions which cannot be understood literally
even if we know the meaning of the words in phrase and the grammar of the
phrase" (Bahador & Atefeh, 2014, p.248).
That is also confirmed by ELSHIEKH, EDDIN SADEQ, & AZMI ( 2014)
as:
Any language is not merely confined to lexemes and grammar rules.
There are, indeed, some linguistics phenomena that can hardly be
interpreted by merely looking at the dictionary meaning of lexical items
and/or the formal features of syntax and grammatical structures. A
case in point is idioms (…) (p.1).
11
The idioms do not have a literal translation and by limiting with all the
terms before mentioned it could be interpreted that the idioms depend on
traits, thoughts, acts, knowledge, experiences that are distinctive and peculiar
in an individual or in a group of individuals considered as linguistic
idiosyncrasy. The use of idioms carried out through cognitive processes
from a cognitive linguistic approach.
The work of thesis gives a cognitive linguistic approach, although
idioms do not have relation between their grammar and lexico in order that
the speaker use of these and understand them easily.
Agreement with Nora ( 2011) This is due to the fact that idioms
have three essential cognitive concepts: the metaphor, metadomy and the
conventional knowledge. The metaphor that is to say a phrase is given but to
be understood it has to be related through the relation of concepts, metadomy
is the substitution of words for others that have a narrow meaning for example
the idiom "He writes to fine hand" meaning good handwriting and the
conventional knowledge is to say what he knows by the experiences and the
environment.
For example 'Grinning like a Cheshire cat' the meaning is a very wide
smile, but because you should smile widely the reason is very easy almost
everyone knows that Chereshire is Alice's cat in Wonderland and quickly
associate it with its most outstanding feature. Another example is Men in Blue
referring to policeman, because it quickly identifies with the blue uniform that
the policemen use
Both examples clearly show that idioms come from cognitive
processes but that they depend on the underlying meaning of their parts
(lexicon) to form a semantic structure. This is supported by Langlotz(2006)
“the overall meaning of an idiomatic construction is a semantic extension from
the compositional result of the meanings of its lexical constituents” (…) ( p4.).
12
According to Langlotz the expressions called Idioms possess a colorful
linguistics aspects pertaining to a certain culture, which makes it difficult to
classify them. But in contrast to this dimension McCarthy & O´Dell (2002)
Indicates the types of idioms:
Table: 1
Types of dioms Examples
Verb+Object Draw the line at something
Prepositional Phrases
(prepositional+noun phrase) She was angry at me for reading her
letters.
Binomial (word+word) High and might
Simile (as+adjective+as+noun) As blind as a bat
Conversational Phrases Long time no see
Sayings/Maxims/ Proverbs Every little helps: don not count your
chickens before they are hatched
Source: English Vocabulary in use (Advance) book Adopted by Jacqueline Andrade, Ana Ulpo
The present project proposes to implement the types of idioms of a
linguistic form cognitive helping the students to implement the use of idioms in
context. Through the didactic pedagogical strategies and activities presented
in the present research, it is proposed to reach with the students the following
dimensions of the oral production of the language.
The following authors Housen , Kuiken, & Vedder (2012) indicate the
dimensions of oral production are based: complexity, fluency and accuracy.
Which are analyzed follows:
13
1. Complexity is the ability to use a more advanced vocabulary free
of errors. Complexity is divided into two parts cognitive and linguistic.
Cognitive complexity is to recognize when, how and why to use a certain
vocabulary free of errors helping to increase production in the student, while
linguistic complexity refers to knowing well the functional semantics, know
well a broad and varied repertoire of structures and vocabulary.
2. Accuracy is the ability to handle language or vocabulary error free.
That also explains Gashan (2014) accuracy is the ability to produce words or
phrases already learned without any mistakes and if they have to be minimal
to correct them during learning, this will help the students to learn a correct
structure of idioms and know how that to use them so that their
communication will be diverse and varied.
3. Fluency is the ability to produce speech with the characteristics of a
native is paused without hesitation and comprehensible. The same way that
Szpotowicz ( 2012) suggests that the fluency of a language aims to produce a
number of words per minute pausing at the moment of communication, a
correct distribution of words and speed to produce speech but in a correct
and understandable way, in this way is intended to get the students to
communicate using the different idioms having pause, distribution and speed
at the time of speech.
In this way the booklet to be made will comply with the dimensions
already mentioned so that the student has the ability to handle idioms
correctly, can have an oral production free of errors and a fluency in the
language as a native. Another point of view for this thesis work is the
intercultural communication for students with an adequate perspective in
communicating with the English language, respecting the linguistic (lexical,
semantic) levels in order to be able to fulfill the previously established
dimensions.
14
Didactic foundation
Within the search for activities for the development in the use of idioms
has been found an adaptation of activities (Mechanical, Meaningful,
Processing) For in the teaching of the communication of the language
directed to the grammar, but the adaptation of these activities can be
explained of the following way according to KHAN & CAN (2014):
1. Mechanical practice refers to controlled activities that usually involve
repetition, matching and sentence completion with the aim of practicing
the use of particular language items.
2. Meaningful practice refers to activities in which language is still
controlled but students are required to make meaningful choices.
These activities involve a relatively a lower chance factor with less
predictable responses and require more mental processing on the part
of the students.
3. Communicative practice involves those activities in which the
resulting language is more spontaneous, authentic and not totally
predictable. They involve more meaningful production of the language
items in question. (pp.102, 103)
The mechanical practice is based on exercises of repetition,
substitution for example completing or pointing to idioms already learned with
their meaning. The meaningful practice where students have to make
important decisions, for example, to unite or associate certain idioms with
images that determine their meaning and communicative practice is to give
students real situations where they can apply the use of idioms in a
spontaneous way.
15
In the adaptation of these activities KHAN & CAN (2014) give
examples of exercises for idioms:
Table 2
ACTIVITIES TYPE EXAMPLES
Mechanical
*completing the idioms
*matching idioms with their definitions, parts and pictures
*filling in the blanks in the sentences with idioms
* finding the idioms in the crossword
Meaningful
*asking for negative or positive connotations of the idioms
*selecting the idiom that illustrates the cartoon
*relating the idioms to the literal meaning of the concept of the unit
*guessing the meaning of the idiom from the context
*paraphrasing the idiom
*writing a short story using the idioms
Communicative *making sentences using idioms *doing research on the idiom and discussing its meaning
Source: Idioms in materials designed by EFL teacher-trainess Adopted by Jacqueline Andrade, Ana Ulpo
It is very important to emphasize that in the application of these
activities the vocabulary is a fundamental part for the students to understand
the context and to be able to use the idioms. It is proposed to begin with each
lesson with a list of vocabulary Alhaysony (2017) “teachers should allocate
specific class time, as vocabulary learning is a priority if one needs to
communicate productively” (…)( p. 70). The importance of vocabulary for
each lesson is vital to understand the context in which you are working.
16
By understanding the context students form their own meaning and
use of idioms. In the observation to classes it was noticed that when the
students see a fad they do a literal translation and that they do not adjust to
the context in question.
The applications of these activities are for the use of idioms through
activities of oral production. Conforming to Prieto (2007) “When we are going
to work on speaking types of activities chosen (performance, controlled
guided and creative or freer activities)” (…) (p.79). Which are interpreted
follows:
Performance activities: contribute students with chance to
communicate in the language. Professors and students should focus on that
their communication should be comprehensive and then correct some
grammatical error, since the student of the grammatical mistakes fade
practicing the language. This activity serves in this project so that the
students get confidence and will be authentic in what he speaks.
Controlled activities: This activity says the words learned many times
or shows images in which the student has to identify them will help the
students to improve the pronunciation and its structure. Through this activity
the students enhance their pronunciation and the professor corrects those
grammatical errors.
Creative activities: In this activity the student will develop the learned
vocabulary, the structure of the idioms and the communication. Creative is a
great help in this project because the student will be motivated to learn idioms
and will improve his English.
Pedagogical foundation
One of the main theories pointed out in the teaching of English is the
theory of constructivism. Explains Corrales Wade (2009). Each individual
17
builds their own concept of something or skills in the case of learning a
language, which is an important internal process for continuous interaction.
Liu & Zhang (2014) suggest that the theory of constructivism develops
the importance of teaching a foreign language in a contextual way
emphasizing cooperative learning. The thesis work will be based on
cooperative strategies to offer students build their own concept of the use of
idioms.
The cooperative learning strategy is joined with constructivism theory
because it allows students to be more active by creating their own meanings
according to their environment, the justification for using this strategy is
because through the observation to classroom the traditional teaching was
only focused on grammar and a systematic learning. Johnson & Johnson
(1994) Propose 5 elements for cooperative learning to be successful:
Table 3
ELEMENTS FOR COOPERATIVE LEARNING DEFINITION
*Positive interdependence It is a collective effort where the one depends on the other.
*Individual accountability Each student brings with knowledge to achieve a single objective
*Social skills
It is not just about working for a common goal. The teacher must develop an interaction and social process among the students.
*Face to face interaction Students at different levels help others learn.
*Group processing
It is when group members analyze and discuss the process of how they completed the task.
Source: Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Created by Jacqueline Andrade, Ana Ulpo.
18
Kagan (2014 ) refers that “without being active in one’s own studies, it
is not possible to learn, whatever the subject may be. Cooperative Learning
engages students to work harder than they do in the traditional classroom”
This corporate strategy will help students become active and participatory
members in the use of idioms for oral production.
In the proposed theme of project it is not only desired to teach or oblige
the students to memorize some idioms, what is wanted is the opposite, is to
create true intercultural relations, so that the students have authentic
situations and will be able to use the idioms according to the moment.To
create a context with cooperative learning where strategies are essentials to
develop idioms and improve the oral production of English.
During the investigations were found four techniques that would help in
the development of exercises of the use of idioms for the oral production.
Based on Prieto (2007):
Jigsaw: The teacher is in charge of forming groups of students of
different levels and each member is assigned the work material equally where
the work of each member is essential to determine the task assigned.
Think pair share: Groups of 4 people are made, in the first step the
students think about the subject, in the second step they exchange ideas in
pairs, and in the third step they share the answers with the other pair, to
arrive at a meaning.
Round Robin Brainstorming: The class is divided in 4 or 6 members
for each group, assigned a secretary who wrote down all the ideas on the
chosen topic in a certain time. Through this brainstorming of each member
will determine the meaning of the topic raised.
19
Numbered heads: The class is divided into groups of 4 each member
is assigned a number from 1to 4. The teacher establishes a theme for the
class and asks the students to meet and understand to be able to give a
response as a group, then the teacher says a random number from 1to 4
leaves the student who has the number that the teacher said and responds
the question for their group.
Psychological foundation
Constructivism as one of the main theories for teaching a language
from a psychological point of view destabilize the situation in acquiring skills
and knowledge by helping students form their own meanings of idioms to
improve oral production through cooperative strategies.
To achieve the acquisition of skills and knowledge it is necessary to
establish four elements of constructivist theory according to Liu & Zhang
(2014) are “situation, collaboration, communication and meaning
construction” (p.138). It is necessary to provide situations for the students to
interact with each other and the teacher through cooperative strategies to
help themselves and communicate and thus build the meaning of idioms to
develop it orally.
Liu & Zhang (2014) indicates the collaborative learning since a psycological
approach in:
collaborative learning is based on individual construction, group
members gather their findings, discuss and negotiate meaning, and
finally complete their research report. In this process, students think
actively, participate in discussion and explain their own views. Through
such an interaction with peers, learning contents and social
environment, students can widen and deepen their construction of
20
meaning and extend their skills and knowledge to the fullest potential.
(p.139).
The application of cooperative learning and constructivism from the
psychological aspect is very important in reaching the goals and objectives of
an individual person in a cooperative work has a positive result with the
achievement of the goals and objectives of the rest of the group members.
One of the most used is the psychological methodologiy because of its
meaningful learning. Ausbel (1998) indicates that for Building the meaning
not only depends on the representation that the student makes of the material
logically significant but also that such a student truly possesses the
necessary background in their cognitive structure
It is necessary for the project that the students actively engage in
rediscovering meanings through meaningful learning within situations created
in the classroom as real as possible to the everyday tasks, helping them to
receive experiences and forming meanings to produce their own concepts for
the use of Idioms according to the situations at the moment of developing oral
production. A clear example already mentioned is the idioms “Men in blue”.
Sociological foundation
KHAN & CAN (2014) In their work of investigation justify the use and
social importat of idioms with a high use of the daily comunication of the
natives. For example, fifty percent of the language used are idioms or that
four idioms per minute are used in a conversation. Another example they
show is that over an average of 60 years of life a native speakers has used
about 20 million idioms.
21
Liu (2012) explains that “Idioms constitute one important part of the
language and culture”. When students develop the use of idioms for oral
production, strengthen the cultural learning and mutual interactions of a
community. The idioms decode customs, beliefs and social conventions that
come from a cultural background.
One view of work is not only that students socialize between them to
develop the use of idioms simply as part of a subject, it is intended that
students outside the classroom are able to interact with native speakers. That
is confirm by Alpteking (2002):
Learners are not only expected to acquire accurate forms of the target
language, but also to learn how to use these forms in given social
situations in the target language setting to convey appropriate,
coherent and strategically- effective meanings for the native speaker.
(p.58).
The present thesis is very clear that the teaching of the second
language must be accompanied by the teaching of the second culture. To
equip and familiarize students with the knowledge of second culture is to give
high esteem to students at the time of oral production so that they can be
active individuals in a community of speakers outside the classroom.
Socialization in the classroom is vital and fundamental to create
contexts and assimilate meanings of idioms, through cooperative strategies
already mentioned above. Students will always have to work in groups that
encourage oral production, but above all that students can be sociable.
The goal of use of idioms in classroom idioms based on group work is
very important because it could be said to be a contextual essay. By creating
situations similar to everyday life, students are preparing to participate
effectively in a social environment outside of school.
22
Philosophical foundation
The present project not only focuses on the use of idioms in class as
part of teaching English as a foreign language. Therefore, in the use of
idioms, values such as respect, honesty, responsibility, love, etc. will be
implemented. The learning of idioms to improve oral production is not only
part of an academic knowledge, but also to give value to that culture.
When implementing cooperative work in the classroom from an
axiological point of view the student will have to evaluate the ideas of his
partner, help as a team to reach the same end, having respect and
responsibility with what they are working, doing that the student develops
these values is much more difficult than teaching the foreign language.
Nowadays, only students who are successful in their career as
professionals are being trained to reach a material goal, but the values that
make the student a good person for humanity, with healthy habits that are
able to coexist with people from different cultures.
The valorization of cultural relations in the learning of idioms for the
oral production of thesis work is confirmed by “Good Living is planned, not
improvised. Good Living is the way of life that allows happiness and
permanence of cultural and environmental diversity; is harmony, equality,
equity and solidarity. It is not to look for opulence or infinite economic
growth”. (National Plan of Good Livingp.14 2013-2017).
Legal foundation
To do on this project, it was considered the Constitution of Ecuador, its
title II, called “rights”; chapter II, the fifth section that is “education”; under the
article 26 by which education is identified as “... Education is a right of
23
persons throughout their lives... ” (Constituent Assembly, 2008, p. 27). Doing
emphases in how shall be the education in the article 27 “Education shall be
participatory, compulsory, intercultural, democratic, inclusive and diverse, of
high quality and humane...” (Constituent Assembly, 2008, p. 27) and
highlighting in the article 28 “It is the right of every person and community to
interact among cultures and to participate in a society that learns. The State
shall promote intercultural dialogue in all of its many dimensions”. Constituent
Assembly, 2008, p. 28).
For what is mentioned, education is a compulsory right that includes
the development of individual and group competences in an intercultural and
inclusive way, thus giving the support of this project since the teaching of
idioms represent the learning of a new culture to complement the oral
production in English and thus in the same way comply with these rights.
Another important factor for the investigative work is the fourth
objective of the National Plan of Good Living that is to “strengthen citizen
capacities and potential”, and by the policy 4.4.c is stated 4.8.i. is stated "to
promote learning to foreign language from early to higher education based on
parameters of international accreditation "(Senplades, 2013).
The objective of the educational system in the English language
teaching and learning is to implement the language not only the assignment
but the professional tool introducing the students in a totally globalized world
where the main language is the English process; that is why international
standards are annexed, the researches of this project complying with
international parameters are intended to provided and educational resource
that can complement language learning
Additionally, the project is based on the Organic Law of Cultural
Education (LOEI), its article 2, section z “Interculturality and plurinationality.-
Interculturality and plurinationality guarantee to the actors of the System the
24
knowledge, recognition, respect, valuation, recreation of the different
nationalities, cultures and people that make up Ecuador and the world…".
The present work offers the discovery and respect to students about the
interculturalization, remembering that the learning of a foreign language is
also the learning of a cultural one.
25
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS
Methodological Design
This project has analyzed the level of oral production of 30 students
enrolled in 2nd year of high school, section “E”, afternoon section of the
Vicente Rocafuerte high school. Among the participants, 18 of them are men
and 12 are women, and the teacher.
The present project has a qualitative-quantitative approach, since
the development process used quantitative techniques based on experiences
that are obtained through the use of instruments such as: surveys where
students expressed their opinion to improve oral production in the language
with the help of idioms and the use of a booklet, the observation guide in
class that reflects that the students do not have a material that reinforces the
use of idiomatic expressions, they cannot recognize what kind of idiomatic
expressions they need to be used in each situation and a limited performance
in oral production, the teacher´s interview allowed to know about the
influence of idioms on oral production in the English language, also on the
methodology applied in class and the importance of the implementation of a
material as a complement to the student's book to improve the level of
students.through qualitative techniques on the facts oriented basically to
achieve the development of oral production in the Students through of a
booklet to enhance the uses of idioms.
26
It is qualitative because the results obtained from these students came
to check the need for a booklet on languages where students perform
different activities in which they develop oral production.
Types of research
Descriptive: Hale (2011) analyzes that descriptive research is a study
to detail participants in a reality in a precise way, there are three ways to
make a project a descriptive research, and are: observational, case study
and survey. Therefore the present project is descriptive because it presents
the educational reality of the second language (oral production) of the English
language in students of 2nd year of BGU section “E” of the Vicente Rocafuerte
high school, academic period 2017-2018. The application of this research in
the work tries to determine the situation and describe the problem in the
students applying the three forms that are:
- Observation: since at the moment of doing teaching practices
the researchers noticed insufficiency in the oral production and a limited
use of idioms, to deepen more in the students of 2nd year of Bachillerato
section E through the guide of observation it was noticed a textual work
and the absence of material for the paling of certain expressions.
- Case study: for this form a teacher’s interview served to have a
close contact with the teacher and thus to be able to ask her about the
limitations and methodologies of the teaching of idioms on oral production.
- Survey: this way describes the students' need for learning,
practice and contextual uses of idioms to complement and improve oral
production.
27
Explanatory: the present project is explanatory because it seeks out the
reasons for variables by establishing relationship, cause, effect, trying to
account for an aspect of reality in the oral production of the English language
in the low level in the use of idioms.
The different foundations linguistic, didactic, pedagogical,
psychological, sociological and philosophical support the influence of the
idioms in the oral production potentializing the use of them to complement the
ability of the speech in the students, having as first cause limited resources
for the development of idioms resulting in little knowledge of idioms,
according to a limited use of idioms whose effect is a vocabulary delimited to
a single type of language and finally problems to interpret idioms as a
consequence that students cannot recognize in which situations to use the
appropriate idioms. it is propositional because the authors suggest as solution
for the problem to design a booklet of oral exercises about idioms to enhance
the oral production.
Population and sample
According to López (2004) population is “It is the set of people and
objects of what you want to know something in an investigation” (…) (p. 69).
So the population of the present work are students of the 2nd year of
Bachillerato of the high school Vicente Rocafuerte, being chosen since for
teaching the idioms in the oral production of the English language requires a
certain knowledge in vocabulary to understand the different expressions in
context.
In agreement with López (2004) who explains that sample is “It is a
subset or part of the universe or population in which the research will be
carried out” (…) (p.69). For the sample where chosen, the students of section
E because they showed difficulties in the use of idioms in oral production.
28
Table 4: Population and sample
Source: Data gathered at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo
Operationalization of the variables
Table 5 Variables Dimensions Indicators
Independent Variable Idioms
Conceptualization
*Definition
*Use
*Importance
Types of idioms
*Verb+Object
*Prepositional Phrases
*Binomial
*Simile
*Conversational phrases
*Sayings/Maxims
*Proverbs
Activity Types to develop idioms
*Mechanical
*Meaningful
*Communicative
Oral Production activities
*Performance activities
Dependent Variable Oral Production
*Controlled activities
*Creative activities
Oral production dimension
*Accuracy
*Fluency
*Complexity
Cooperative learning strategies for oral production
*Jigsaw
*Think-Pair Share
*Numbered Heads
*Round Robin Brainstorm
Authors: Jacqueline Andrade, Ana Ulpo
Instrument Population Sample
Students 450 30
Teacher 1 1
TOTAL 451 31
29
Methods of the research
The following theoretical methods that were applied on this
project:
- Analysis – Synthesis:
It decomposes the variables (matrix of the operationalization of the
variables) and on the other hand to understand the teaching
approaches allowing to synthesize and organize the use of idioms that
contribute to the development of oral production in English.
- Inductive – Deductive
Inductive: with the application of this method is estimated to capture
specific characteristics that are used in teaching the oral production of the
English language in the students of 2nd year of BGU section “E” of the
mentioned high school and then infer general conclusions that are applicable.
- Deductive: once formulated the problem of the project, this method
helps to decompose the problem into its elements, variables, objectives and
questions.
- Logical history
It allows knowing the history of the problem, its evolution and the
importance of the use of idioms in oral production.
- Functional structural systemic
It seeks an approach and a closer relation to the reality of the project
through the application of investigated instruments to make a diagnosis, as
well as to implement the necessary knowledge to be able to propose a
30
booklet of oral exercises for the use of idioms to improve the Oral production
that is applicable to reality.
- Statistical method: for this investigation, the chi square test
was applied as a method to verify the relationship, allowing the
independence between the two variables to be evaluated statistically,
in order to verify the influence of the independent variable on the
dependent variable. Programs such as excel and word were also used
to obtain graphs and statistics.
Techniques and instruments of the research: Is used the
Triangulated techniques the result of each instrument is taken and the results
are seen. They have to corroborate that the problem exists. That is confirming
by Yeasmin & Rahman (2012):
Triangulated techniques are helpful for cross-checking and used to
provide confirmation and completeness, which brings 'balance'
between two or more different types of research. The purpose is to
increase the credibility and validity of the results. Often this purpose in
specific contexts is to obtain confirmation of findings through
convergence of different perspectives. (p.157).
Triangulation helps to obtain a broader perspective of the research
because it allows the application of several studies to be able to visualize the
problem from different angles increasing the consistency and the reliability of
the obtained data. The thesis is based on the following empiric techniques:
observation to the class, a survey to the students and teacher´s interview.
- Survey: This technique is used on a sample of a population,
through a series of questions to detect and to gather data on a research. The
31
use of the survey in the present work is developed with 10 questions that
detect the use of idioms for the development of oral production in English
within the classroom and at the same time allow the authors to know the
criteria of the students about the implementation of a new material on the
subject. Survey was designed by using the Likert scale based on the
variables and the proposal with 10 items.
- Teacher´s interview: In agreement with Drever (1995) is
where the interviewer raises certain questions to know what it is that wants to
arrive with the object investigated and where the person interviewed will have
time to express their ideas and to know the deficiencies in which it is studied.
The interview has 10 questions used to know the opinion of the teacher about
the influence of use of idioms on the oral production and the complementation
of a booklet of exercises.
- Observation: Slack, Hallam, Rowley, & Hill (2001)
“Observation is an important research and data collection methodology.
Effective observation and reflection on that observation contributes to
effective learning”. The following interview has 10 questions used to know
the opinion of the teacher about the use of idioms on oral production. In
the observation was used the Likert scale, consisting of 10 items.
Through a field observation in a real social context to the students of
2nd year of Bachillerato section “E”. The observers could verify that there are
not resources focused on the teaching of idioms, students do not have the
fluency in oral production in the language according to their level, since
almost all students cannot answer basic questions related to exercises of
their book, responding to the exercises in Spanish. Resulting a limited
communication and deficiency in the creation of dialogues. Another factor is
the methodology applied in using a word-for-word textual translation, resulting
in the development of monotonous classes that do not allow students to use
idioms contextually and thus improve oral production
32
Analysis and interpretation of results
The students’ survey: was applied to students of 2nd year of BGU
section “E” at Vicente Rocafuerte high school. Showing the following data:
Table 6: survey´s frequency and percentage. Item N° 1
I can express orally in the language according to my level
CODE CATEGORY FREQUENCY PERCENT
Item N°1
Always 1 3%
Almost Always 2 7%
Sometimes 5 17%
Rarely 6 20%
Never 16 53%
TOTAL 30 100%
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: According to the results, 53% of students cannot express
themselves in the foreign language; 20% do it rarely, 17% is expressed in the
English language sometimes, 7% almost always can be expressed in the
foreign language and only 3% does it always, this implies that oral production
should be improved
3% 7%
17%
20%53%
Graphic 1: Survey item N° 1
Always
Almost Always
Sometimes
Rarely
Never
33
Table 7: survey´s frequency and percentage. Item N° 2
The teacher performs group activities to improve oral production
CODE CATEGORY FREQUENCY PERCENT
Item N°2
Always 3 10%
Almost Always 2 7%
Sometimes 16 53%
Rarely 4 13%
Never 5 17%
TOTAL 30 100%
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: Through this item, students are evaluated and 53% say
that sometimes different group activities are carried out to try to improve oral
production, 17% say that this type of activities are never relayed, 13% say
that activities are rarely implemented to improve oral production, 10% say that
they always carry out group activities and 7% almost always carry out these
activities. This fact shows that it is necessary to continue working in oral
production.
10%7%
53%
13%
17%
Graphic 2: Survey item N°2
Always
Almost Always
Sometimes
Rarely
Never
34
Table 8: survey´s frequency and percentage. Item N° 3
The teacher gives me correctness in the pronunciation of languages to perfect my oral production
CODE CATEGORY FREQUENCY PERCENT
Item N°3
Always 6 20%
Almost Always 5 17%
Sometimes 15 50%
Rarely 4 13%
Never 0 0%
TOTAL 30 100%
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo
Comment: Half of the students say 50% of the students think that the
teacher sometimes corrects their pronunciation, 20% of the students say that
the teacher always makes corrections, but 17% say they do almost always,
13% the teacher rarely corrects the pronunciation and 0% says that the
teacher never corrects them, so students prefer not to speak the foreign
language because they do not know how to pronounce the words.
20%
17%
50%
13%0%
Graphic 3: Survey item N° 3.
Always
Almost Always
Sometimes
Rarely
Never
35
Table 9: survey´s frequency and percentage. Item N° 4
The teacher uses idioms in class
CODE CATEGORY FREQUENCY PERCENT
Item N°4
Always 6 20%
Almost Always 4 13%
Sometimes 7 23%
Rarely 11 37%
Never 2 7%
TOTAL 30 100%
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo
Comment: 37% of students say that the teacher rarely uses idioms in
class, 23% say that the teacher uses idioms sometimes, 20% say that the
teacher uses idioms always, 13% almost always do the teacher but 7% say
that the teacher never uses idioms, so that at the time of listening or reading
some idioms do not know their uses and their meaning.
20%
13%
23%
37%
7%
Graphic 4: Survey item N° 4
Always
Almost Alwyas
Sometimes
Rarely
Never
36
Table 10: survey´s frequency and percentage. Item N° 5
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: It is interesting to see that 50% of students rarely
understand the idioms used in classes, 20% always understand the idioms
that are being treated, 13% sometimes understand it, 10% almost always
tends the idioms and 7% never understand the idioms treated in class.
Obviously, they need to practice more idioms to expand their communication.
In class I understand the idioms used by the teacher and classmates
CODE CATEGORY FREQUENCY PERCENT
Item N°5
Always 6 20%
Almost Always 3 10%
Sometimes 4 13%
Rarely 15 50%
Never 2 7%
TOTAL 30 100%
20%
10%
13%50%
7%
Graphic 5: Survey item N° 5
Always
Almost Always
Sometimes
Rarely
Never
37
Table 11: survey´s frequency and percentage. Item N° 6
I do extra activities in class related to idioms
CODE CATEGORY FREQUENCY PERCENT
Item N°6
Always 1 3%
Almost Always 3 10%
Sometimes 4 13%
Rarely 6 20%
Never 16 53%
TOTAL 30 100%
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo
Comment: The students who chose "never" are 53% of the population
who say they do not do extra activities to reinforce idioms, 20% rarely do it,
13% sometimes, 10% almost always and 3% say that always carry out
activities. That reinforces the idea that students need to practice idiomatic-
related activities to understand and know when to use idioms.
3%10%
13%
20%
53%
Always
Almost Always
Sometimes
Rarely
Never
Graphic 6: Survey item N° 6
38
Table 12: survey´s frequency and percentage. Item N° 7
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: 50% of students never use idioms when they communicate
this is because they do not know their meaning and use, 27% rarely do, 13%
sometimes use idioms, 7% almost always and only 3% always speak using
idioms. That is why different activities and strategies are used so that they
can use the idioms in their communication in different situations.
3% 7%
13%
27%
50%
Graphic 7:Survey item N° 7
Always
Almost Always
Sometimes
Rarely
Never
I use idioms in dialogues
CODE CATEGORY FREQUENCY PERCENT
Item N°7
Always 1 3%
Almost Always 2 7%
Sometimes 4 13%
Rarely 8 27%
Never 15 50%
TOTAL 30 100%
39
Table 13:survey´s frequency and percentage. Item N° 8
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High
School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High
School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: Most students, 70% of the population never recognize the
situation to use the idioms, while 17% seldom know when to use it, 10%
sometimes know, 3% almost always, this means that maybe the teacher is
not working with the idioms since the students do not understand in what
situation to use them.
0% 3% 10%
17%
70%
Graphic 8: Survey item N° 8
Always
Almost Always
Sometimes
Rarely
Never
I can recognize what idioms to use for each situation
CODE CATEGORY FREQUENCY PERCENT
Item N°8
Always 0 0%
Almost Always 1 3%
Sometimes 3 10%
Rarely 5 17%
Never 21 70%
TOTAL 30 100%
40
Table 14: survey´s frequency and percentage. Item N° 9
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High
School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: The vast majority of the students, 77% think they need a
booklet of idioms to improve oral production, while 13% say that a booklet is
almost always needed to improve oral production. 10% say that sometimes it
is necessary, since the idioms are found in movies, music and so it is difficult
for them to understand the music they hear or see because they do not know
its use and its meaning.
77%
13%
10%0%0%
Graphic 9: Survey item N° 9
Always
Almost Always
Sometimes
Rarely
Never
I consider necessary to use an idioms booklet to improve oral production
CODE CATEGORY FREQUENCY PERCENT
Item N°9
Always 23 77%
Almost Always 4 13%
Sometimes 3 10%
Rarely 0 0%
Never 0 0%
TOTAL 30 100%
41
Table 1: survey´s frequency and percentage. Item N° 10
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High
School. Authors: Jacqueline Andrade, Ana Ulpo.
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.
Comment: 50% of students say they rarely use any kind of material to
reinforce idioms, while 27% say they never use material for reinforcement,
13% sometimes use it, 7% always use material and 3% almost always use
material, because of this there is no familiarization of the meaning and use of
these idioms, so the students do not recognize them, with the help of the
booklet will help the student to have knowledge of its use and meaning to
facilitating the learning of idioms.
7%3%13%
50%
27%
Graphic 10: Survey item N° 10
Always
Almost Always
Sometimes
Rarely
Never
I use some support material in class for the treatment of idioms in oral production
CODE CATEGORY FREQUENCY PERCENT
Item N°10
Always 2 7%
Almost Always 1 3%
Sometimes 4 13%
Rarely 15 50%
Never 8 27%
TOTAL 30 100%
42
Pearson Chi square test.
Objective: Establish a statistical relationship between the independent
variable: idioms and the dependent variable: oral production.
Table 16: Influence of idioms on Oral Production
Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo
Significance level: Alpha= 0.005 or 5%.
Statistical test to use: Chi square.
43
Analysis Chi square test: The relation of dependence between the
independent variable (Idioms) and the dependent variable (Oral production)
was checked through the Chi-Square technique showing the p-value is
<0.005. Question 1 (I can express orally in the language according to my
level) for the dependent variable and question 8 (I can recognize what idioms
use for each situation) was chosen for the independent variable of the applied
survey to the students of the Vicente Rocafuerte high school of 2nd year of
Bachillerato section "E"
Correlation between variables:
General objective: The general objective is to determine the influence
of idioms in the development of oral production through a bibliographical,
statistical and field research for the design of a booklet of oral exercises on
idioms to enhance oral production, the result was very satisfactory, proving
that there is a positive correlation between variables.
Specific objectives: One of the specific objectives is to value the
idioms through a bibliographical, statistical and field research showing
interesting and proving results in the deficiency of the students in the idioms
on oral production.
Another specific objective is to characterize the development of oral
production through a bibliographical, statistical and field research. Describing,
deepening and identifying each one of the variables having as answer a
process of analytical study of the different results of the research.
The last specific objective is to design a booklet of oral exercises on
idioms to improve oral production through the interpretation of the data
obtained. The results of the techniques of investigation applied in the
students evidenced the importance of complementing the learning of idioms
to improve the oral production.
44
Conclusions and recommendations
Once the research instruments were applied the authors of this
project concluded in:
- Students do not know about idioms which makes them not understand
certain words when they listen to music or watch a movie.
- Students have deficiencies on oral production.
- The teacher does not use the appropriate materials to teach idioms.
- To design a booklet on idioms to reinforce oral production using
techniques in which the student is comfortable at the moment of
expression is a suitable proposal to deal with the problem.
Taking into account the following conclusions the following
recommendations were made:
- Students should work with the students exercises related to idioms so
they can understand the moment they hear or see some idioms.
- Students should practice work group activities so that oral production
can be developed.
- Students should learn idioms using different strategies, methods and
with the appropriate material to facilitate the learning process of
idioms.
- The authors consider necessary to use a booklet Learning Idioms.
It´s a piece of cake as a complementary resource for oral production
in the treatment of idioms.
45
CHAPTER IV
THE PROPOSAL
TITLE
A BOOKLET OF ORAL EXERCISES ABOUT IDIOMS TO ENHANCE THE
ORAL PRODUCTION
Justification
This proposal is the result of a diagnosis applied on students in 2nd
BGU of Vicente Rocafuerte High School during the 2017-2018 academic
period through of empirical techniques such as observations in class,
surveys, and diagnostic test that help to recognize the lack of the use of
idioms which allow to identify the oral production as one the major difficulties.
It was evidenced that there are not resources focused on the use of
idioms, which develops the unlimited learning of expressions and in the
search word for word in the dictionary with a textual translation. Generating
different methods and strategies that will help students to be able to use
idioms about oral production in a contextual way.
This proposal is important because gives interesting activities for the
enhance of oral production through the use of idioms in this way students feel
safer of use a new vocabulary, helping the students to participate actively in
community of native speakers. This booklet will encourage students to learn
idioms in a collaborative way through meaningful processes
46
General Objective
- To improve students’ oral production through the appropriate use of
idioms.
Specific objectives
- To encourage the use of the booklet as a complement to the
student's book for the practice of idioms through oral production.
- To develop the oral production through cooperative learning
strategies.
- To promote the importance of learning idioms in the oral
production.
Feasibility for its application: the present proposal is feasible in all
respects:
Financial: he financing of the proposal is solved by the authors of the
project having very reasonable costs.
Legal: It is legal because it complies with all dimensions of the
national curriculum guidelines - Ministry of Education level B1.1. Following
guidelines of National Plan for Good Living ecuador2013-2017 and LOEI (Ley
Orgánica de Educación Intercutural)
Technical: Technical support is not required. Even though the
institution does not have technological instruments, the proposal remains
feasible.
Human resources: The authors of the proposal have acquired
methodologies, activities for teaching the language during the years of career
training, which helps the teacher to solve the problem encountered.
47
Political: The proposal respects standards establish European Common
Framework level B1 for the speaking skill.
Theoretical aspects
Linguistic, pedagogical, didactic and legal aspects have been selected
because its theoretically contribute to the proposal in the development of
learning idioms to improve the development of oral production of English as a
foreign language. These aspects will help to develop idioms in a
communicative, participatory, collaborative, meaningful way for speaking skill.
- Linguistic aspect: From the linguistic field, researchers
implemented the types of idioms according to McCarthy & O'Dell
(2002) through a linguistic cognitive approach, is important
understand the semantic structure of idioms using cognitive
process supported by the authors Bahador & Atefeh (2014), Nora
(2011), Langlotz (2006).
- Didactic aspect: Through didactic activities to develop the use of
idioms (Mechanical, Meaningful, Processing) mentioned by the
authors Khan & Can (2014). The application of these activities are
for the use of idioms through activities of oral production
(performance, controlled guided and creative freer activities) guided
by Prieto Castillo (2007)
- Pedagogical aspect: The proposal is based on the constructivist
theory based on the fact that it is necessary to unite this theory with
the cooperative learning argued by Liu & Zhang (2014), to create
their own definitions in the contextual use of idioms in oral
production with the help of techniques of cooperative learning
48
(Jigsaw, think-pair share, round Robin Brainstorming, Numbered
heads) provided by Prieto Castillo (2007).
- Legal aspect: In the present proposal, legal documents such as
the Constitution of Ecuador, the Organic Law of Intercultural
Education, the National Plan of Good Living and National
Curriculum Guidelines were taken, all of these documents
contribute and improve the teaching-learning process of English,
guaranteeing the accesses To educational resources, that is why
the researchers of the exposed work have developed the
educational proposal to improve oral production through the idioms.
Description of the proposal
The contents of each lesson in the proposal are in line with the themes
of the student´s book created by Ministry of Ecuador level B1.1,so that it
complement the learning process of 2nd year students of Bachillerato that
according to the national curriculum guidelines and the European Common
Framework level B1 for the speaking skill the capacity of: Participate
spontaneously in a conversation of personal interest or that are relevant to
daily life. Link phrases in a simple way in order to describe experiences and
facts, hopes and ambitions. Justify opinions and projects briefly. Tell a story
of a book or movie and describe reactions.
The current booklet is divided into the following parts:
- Cover: learning idioms. It's a piece of cake
- Introduction: quick summary on sections.
- Index: contains a guide on the subjects of the booklet
49
- Work sections: The booklet is divided into 5 lessons each section
contains 3 activities according to level B1.1. With illustrations and
detailed instructions for the development of idioms in the oral
production.
- Strategies: each activity is focused on strategies of cooperative
learning through the construction of knowledge with activities for the
development of idioms and speaking through cognitive processes.
Methodological Recommendations
The exercises of this proposal were designed to be carried out in
classes because they are group activities for the reinforcement of oral
production based on cooperative learning techniques.
The first lesson consists of 3 activities in which they will work with
different idioms about interesting news using the techniques of cooperative
learning.
The second lesson consists of 3 activities that deal with topics related
to health we will use group activities such as: think pair share and jigsaw.
The third lesson consists of 3 activities about the feelings of the
adolescents also will be used group activities to improve the oral production.
The fourth lesson consists of 3 activities about holiday where the
student can express the different places visited using idioms with the help of
cooperative learning strategies.
The fifth lesson consists of 3 activities about how young people think
using activities such as: Round Robin Brainstorming, Numbered heads.
This will help students to improve their oral production through idioms.
50
Table 17: scope and sequence
UNIT IDIOMS OBJECTIVES
1 NEWS
I do not buy it Under false pretenses What shame! Are you kidding me? Hit the headlines breaking the news
Students will be able to talk about events that have happened recently To talk about news. Announce a piece of news that has happened recently.
2 HEALTH
Go on a diet. put on weight Out of shape! In great shape. Fit as a fiddle. Get in shape Cutting down Give up
Students will be able to talk about lifestyles To speculate about habits and customs of the past.
3 FEELINGS
On top of the world Thrilled to bits. Cool, calm and collected Made my day Jump for joy Down in the dumps On edge Be at the end of tether Under the weather
Students will be able to describe people’s feelings and emotions. To express feelings, attitudes, and mood.
4 VACATIONS
Hit the road. Itchy feet. Road rage. Take for a ride. Off the beaten track.. Travel light. At the crack of dawn. Culture vulture.
You will be able to talk about activities and places visited while on vacation. Ask for agreement. Report what someone has said.
5 TEENAGER´S WORLD
Can’t stand the pace. Make your blood run cold. To give the heebie-jeebies. Be a load/weight off your mind Have keep an open mind.
Talk about what you will normally do in real-life situations. Talk about what you would generally do in unreal situations. Express regrets and wishes.
51
Conclusions
The authors of the proposal were able to conclude that:
- Students will have a tool to strengthen and increase their vocabulary
to improve their speaking skills.
- The implementation of this proposal will help teachers as a resource
for the development of oral production by applying the use of idioms.
- The application of cooperative strategies will strengthen socialization
among students.
- Students and teachers will learn about American culture through
idioms.
- Parents or representatives will see a short and long time to be
positive in the oral production on students.
52
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56
ANNEX I Legal Documents
ANNEX II
URKUND CERTIFICATE
58
ANNEX III
Photographic Evidence
59
Vicente Rocafuerte high school
September 15th, 2017. The instigators in the exterior of Principal Building of
Vicente Rocafuerte High School. Street José Vélez Villamar 2203.
60
Vicente Rocafuerte high school
The investigators with the English teacher MSc. Ivvone Pacheco of 2nd year
of Bachillerato Section E of Vicente Rocafuerte High School
61
Vicente Rocafuerte high school
The investigators doing the survey and observation guide in class to students
of 2nd year of Bachillerato Section E of Vicente Rocafuerte High School
62
Instruments of the investigation.
- Observation sheet.
- Surveys questionnaire.
- Teacher´s interview
ANNEX IV
63
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
Likert scale observation guide in the classroom High school: Vicente Rocafuerte
Objective: To identify the insufficient use of idioms for the development of oral
production in class. Course: 2nd year BGU Section E Teacher:
N° Observations
ALWAYS ALMOST ALWAYS
SOMETIMES RARELY NEVER
1
The teacher uses some extra material to strengthen the idioms.
2 The teacher guides students to use idioms.
3
The teacher directs the students to establish their own meanings with the idioms.
4 The teacher encourages oral production in class.
5
The class consists in a textually translation of activities and phrases.
6
In the classroom, dialogues with idioms are used for oral production.
7 Students use idioms previously learned in later exercises.
8 Students easily recognize the context of idioms.
9
The exercises performed by the teacher in classes help to improve oral production.
10
The teacher creates contextual situations for the practice of oral production.
Authors: Jacqueline Andrade, Ana Ulpo
64
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
LIKERT SCALE SURVEY
Objective: In the following survey intend to investigate the use of idioms in oral production in the English language. Thank you for your cooperation
Instruction: Mark with an X according to your criteria
N° STATEMENT ALWAYS ALMOST ALWAYS
SOMETIMES RARELY NEVER
1 I can express orally in the language according to my level
2
The teacher performs group activities to improve oral expression
3
The teacher gives me correctness in the pronunciation of languages to perfect my oral production
4 The teacher uses idioms in class
5
In class I understand the idioms used by the teacher and classmates
6 I do extra activities in class related to idioms
7 I use idioms in dialogues
8 I can recognize what idioms to use for each situation
9
I consider necessary to use an idioms booklet to improve oral production
10
I use some support material in class for the treatment of idioms in oral production
Authors: Jacqueline Andrade, Ana Ulpo
65
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
Teacher´s interview:
Objective: To determine the influence of Idioms on oral production. This
interview was directed to the English teacher of the 2nd year BGU “E” at
“Vicente Rocafuerte” Public High School. The questions were as follows.
Interviewer: According to you, what are the main difficulties students that
have in oral production?
Answer: I think they do not know much vocabulary that is why they cannot
communicate
Interviewer: Do you think that if your students learn idioms, they will improve
their oral production?
Answer: I think it is because they will learn more words and will have fluency
in the language.
Interviewer: Have you used any strategies to improve the oral production of
your students?
Answer: Not because class time is too short.
Interviewer: What do you think is the main objective of using idioms in oral
production?
Answer: Increase their lexicon and increase their level in oral production.
Interviewer: Do you use any kind of extra material to improve the oral
production of your students?
Answer: A recorder and flashcards.
66
Interviewer: How do you think you could improve the oral production of your
students?
Answer: Using new methods and strategies.
Interviewer: Do you consider that your students use idioms when
communicating in English?
Answer: I believe some because they have done other courses.
Interviewer: Do you believe that students understand idioms in contextual
use?
Answer: They do not understand.
Interviewer: Do you believe that the oral production of your students is
according to their level?
Answer: Not because they come with difficulties from previous years.
Interviewer: Do you believe that a booklet of idioms will help the student to
improve oral production?
Answer: If you have a guide to use idioms and your lexicon will increase
according to the required level of that year.
67
THE PROPOSAL
68
INTRODUCTION
Learning idioms. It's a piece of cake. It is a practical booklet aimed
to the students of 2nd year of Bachillerato with the objective of
helping students to improve the oral production of the English
language through idioms.
This booklet is divided into five lessons, each lesson contains
three activities on the subjects of the English book units Level
B1.1 created by the Ministry of Education of Ecuador for high
school students. Each activity presented is applied through
cooperative learning strategies.
70
Index
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
Lesson1. Activity 1
97
Lesson 4 activity1
98
Lesson 4 activity2
1. Travel on a shoe string.
2. Travel light.
3. At the crack of dawn
4. Culture vulture.
5. Catch some rays.
6. Pack a lot in/Have a full plate.
7. Live it up.
8. Watch your back.
Lesson 5 activity1
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Lesson5 activity2
1. E
2. D
3. C
4. B
5. A
Lesson 5 activity 3
Image 1: Your wish is my command
Image 2: To give the heebie jeebies
Image 3: to keep oneself
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