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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
SISTEMA SEMIPRESENCIAL CARRERA
LENGUAS Y LINGÜÍSTICA
EDUCATIONAL PROJECT
IN PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF
LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MAJOR IN:
LENGUAS Y LINGÜÍSTICA INGLESA
TOPIC
THE INFLUENCE OF THE USE OF THE ICEBREAKERS ACTIVITIES AS A LUDIC
STRATEGY TO IMPROVE THE ORAL EXPRESSION IN THE STUDENTS OF
EIGHTH GRADE OF GENERAL BASIC EDUCATION AT THE COLEGIO
FISCOMISIONAL DON BOSCO IN GUAYAQUIL.
PROPOSAL
THE DESIGN OF A BOOKLET WITH ICEBREAKERS ACTIVITIES
RESEARCHERS
HECTOR ALFONSO COELLO CHIRIBOGA
CHRISTIAN IVAN SORIANO MUÑOZ
PROJECT´S ADVISOR
Lcdo. Larry Torres, MSc.
GUAYAQUIL-ECUADOR
2017
ii
UNIVERSIDAD ESTATAL DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGÜÍSTICA SISTEMA DE EDUCACION
SUPERIOR SEMIPRESENCIAL ESPECIALIDAD LENGUAS Y
LINGÜÍSTICA
DIRECTIVOS
Arq. Silvia Moy-Sang Castro, Msc
DECANA
Mcs. Wilson Romero
SUBDECANO
MSc. Alfonso Sanchez
Ab. Sebastián Cadena Alvarado
DIRECTOR ESCUELA DE
SECRETARIO
LENGUAS
Msc. Larry Torres Vivar
DIRECTOR DE CARRERA
iii
Master
SILVIA MOY-SANG CASTRO
DECANA DE LA FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
Ciudad.-
De mis consideraciones:
En virtud de la disposición de la Autoridad Académica de la Escuela de
Lenguas de fecha Julio 10, 2015 en la cual se me designo asesor de
Proyectos Educativos de la Licenciatura en Ciencias de la Educación,
especialización LENGUAS Y LINGÜÍSTICA, tengo a bien informar lo
siguiente:
Que los estudiantes COELLO CHIRIBOGA HECTOR ALFONSO y
SORIANO MUÑOZ CHRISTIAN IVAN
Diseñaron y ejecutaron el Proyecto Educativo
TOPIC: The influence of the use of the icebreakers activities as a ludic strategy to improve the oral expression in the students of eighth grade of general basic education at the Colegio Fiscomisional Don Bosco in Guayaquil.
PROPOSAL: To design a booklet with icebreakers activities.
Las mismas que han cumplido con las directrices y recomendaciones
dadas por el suscrito. Los participantes han ejecutado las diferentes
etapas constitutivas del proyecto, y por lo expuesto se procede a la
APROBACION y pone a vuestra consideración de rigor para los efectos
legales correspondientes.
Muy atentamente
MSc. Larry Torres Vivar
ASESOR
iv
DEDICATORY
We want to dedicate this project to our families who have supported us
in this long road and gave us the motivation, strengthen and love to
end it up satisfactorily.
Hector Coello Chiriboga
Christian Soriano Muñoz
v
ACKOWNLEDGEMENT
First of all, we want to thank God to be always with us, to Mr. Larry
Torres Vivar for his help and guidance.
To our classmates with who we shared these great years of study and
learning.
To our teachers who also made an effort being with us in these five
years of continuous study and gave us the best of them to form
professionals to improve the education in our country.
vi
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: The influence of the use of the icebreakers activities as a ludic strategy to improve the oral expression PROPUESTA: THE DESIGN OF A BOOKLET WITH ICEBREAKERS ACTIVITIES. AUTOR/ES: Hector Alfonso Coello TUTOR: Msc. LARRY TORRES VIVAR
Chiriboga REVISORES: Christian Iván Soriano Muñoz
INSTITUCIÓN: FACULTAD: UNIVERSIDAD DE GUAYAQUIL FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN SISTEMA DE EDUCACIÓN SUPERIOR SEMIPRESENCIAL
CARRERA : ESPECIALIZACIÓN EN LENGUAS Y LINGÜÍSTICA FECHA DE PUBLICACIÓN: 2017 No. DE PÁGS:
TÍTULO OBTENIDO: LICENCIADOS EN CIENCIAS DE LA EDUCACIÓN ÁREAS TEMÁTICAS: PALABRAS CLAVES: icebreaker, expresión oral, reglas de juego, actividades lúdicas RESUMEN: El presente proyecto se enfocó a la investigación de actividades lúdicas tales como los icebreakers en el desarrollo de la expresión oral del idioma inglés en los estudiantes de octavo curso del Colegio Fiscomisional Don Bosco en la ciudad de Guayaquil. La investigación demuestra que es necesario un cambio en el proceso de enseñanza de este idioma, un cambio encaminado a que los docentes usen actividades lúdicas como los icebreakers en el desarrollo de la expresión oral del Inglés. El enfoque utilizado fue cuali-cuantitativo, mediante el estudio descriptivo del presente proyecto, además se incluye en un estudio de factibilidad, en base al análisis de los resultados obtenidos en las encuestas aplicadas tanto a los docentes como a los estudiantes, se implementaron algunas actividades lúdicas para ser utilizadas por los docentes del área de inglés para el desarrollo de las clases de Inglés y que elevaran el nivel de la expresión oral en los estudiantes.
La propuesta, un manual de icebreakers, está encaminada a que el maestro de inglés lleve un clase más motivadora para sus alumnos y de esta manera que ellos participen más en clase y a la vez se diviertan aprendiendo. También esta propuesta sirve para motivar al maestro a que continúe investigando en nuevas y motivadoras formas lúdicas e incremente su nivel de estrategias las cuales le serán de mucha ayuda al momento de impartir su clase.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web): x
ADJUNTO PDF: SI X NO CONTACTO CON AUTOR/ES Teléfono: 0999604396 E-mail: CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad Msc. Larry Torres Vivar Teléfono: (03)2848487 Ext. 123
E-mail: [email protected]
vii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: The influence of the use of the icebreakers activities as a ludic strategy to improve the oral expression
PROPUESTA: THE DESIGN OF A BOOKLET WITH ICEBREAKERS ACTIVITIES. AUTOR/ES: Hector Alfonso Coello TUTOR: Msc. LARRY TORRES VIVAR Chiriboga REVISORES: Christian Iván Soriano Muñoz
FACULTAD: FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN SISTEMA DE EDUCACIÓN SUPERIOR SEMIPRESENCIAL
CARRERA : ESPECIALIZACIÓN EN LENGUAS Y LINGÜÍSTICA FECHA DE PUBLICACIÓN: 2017 No. DE PÁGS: TÍTULO OBTENIDO: LICENCIADOS EN CIENCIAS DE LA EDUCACIÓN ÁREAS TEMÁTICAS: PALABRAS CLAVES: icebreaker, expresión oral, reglas de juego, actividades lúdicas RESUMEN:
The present project was focused on the investigation of play activities such as the icebreakers in the development of the oral expression of the English language in the eighth year students of the Colegio Fiscomisional Don Bosco in the city of Guayaquil.
The research shows that a change is necessary in the teaching process of this language, a change aimed at teachers using play activities such as icebreakers in the development of the oral expression in the English language.
The approach used was qualitative-quantitative, through the descriptive study of the present project, it is also included in a feasibility study, based on the analysis of the results obtained in the surveys applied to both teachers and students, some activities were implemented to be used by teachers in the English area for the development of the English classes and raise the level of oral expression in students. The proposal, an icebreakers manual, is aimed at the English teacher to take a more motivating class for his students and in this way that they participate more in class and at the same time have fun learning. This proposal also serves to motivate the teacher to continue doing researches in new and motivational ways and to increase his level of strategies that will be very helpful at the moment of imparting his class.
No. DE REGISTRO (en base de No. DE CLASIFICACIÓN:
datos):
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SIx X N O CONTACTO CON AUTOR/ES Teléfono: E-mail:
0999604396 [email protected] CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad Msc. Larry Torres Vivar Teléfono: (03)2848487 Ext. 123
E-mail: [email protected]
INSTITUCIÓN:
UNIVERSIDAD DE GUAYAQUIL
viii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA SEMIPRESENCIAL
ESCUELA DE LENGUAS Y LINGÜÍSTICA
TOPIC: The influence of the use of the icebreakers activities as a ludic
strategy to improve the oral expression in the students of eighth grade of
general basic education at the Colegio Fiscomisional Don Bosco in
Guayaquil.
PROPOSAL: The design of a booklet with icebreakers activities Researchers: Hector A. Coello Chiriboga – Christian I. Soriano Munoz Project advisor: MSc. Larry Torres Vivar
ABSTRACT
The present investigation was carried out under the imperative necessity of improving
oral expression in the English language, since we have realized, not only in these times,
but from many years ago, there is a great deficiency in the students who make it difficult
to express themselves in this language of great worldwide acceptance.
There are several reasons why this ability is complicated for students or not well
developed by teachers; difficulties such as the low time load for this subject, another
reason is that students get bored in class due to the need for modern methodologies;
there is no constant updating of the teachers who teach this subject; there are not enough
technological aids, many educational establishments do not have it.
In many educational texts, the vast majority of exercises are focused only on the
grammatical part, there is no type of activity that makes them express themselves orally
and thus in order to strengthen this ability. In our educational system there are many
deficiencies that do not carry out a complete instruction in the four skills that are needed
to be applied in this language.
Our research was focused on the use of didactic games such as the icebreakers to
improve the oral expression in learning, where it was observed that this was a new activity
for them and we could also feel that they did their part as it was a very fun way for them to
learn and this research came to a good end.
The proposal, a booklet with icebreakers, was shared with the authorities of the
educational establishment and English teachers so that in a near future they continue
investigating and increasing more activities for the improvement of oral expression in
students.
Icebreakers booklet ludic games oral expression
ix
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA SEMIPRESENCIAL
ESCUELA DE LENGUAS Y LINGÜÍSTICA
TOPIC: The influence of the use of the icebreakers activities as a ludic
strategy to improve the oral expression in the students of eighth grade of
general basic education at the Colegio Fiscomisional Don Bosco in
Guayaquil.
PROPOSAL: The design of a booklet with icebreakers activities Researchers: Hector A. Coello Chiriboga – Christian I. Soriano Munoz Project advisor: MSc. Larry Torres Vivar
RESUMEN
La presente investigación se realizó bajo la necesidad imperiosa de mejorar la
expresión oral en el idioma inglés, ya que nos hemos dado cuenta, no solo en estos
tiempos, sino que desde hace muchos años, hay una gran deficiencia en los estudiantes
que dificultan la expresión ellos mismos en este lenguaje de gran aceptación mundial.
Hay varias razones por las cuales esta habilidad es complicada para los
estudiantes o no está bien desarrollada por los maestros; dificultades como la baja carga
de tiempo para esta asignatura, otra razón es que los estudiantes se aburren en clase
debido a la necesidad de metodologías modernas; no hay actualización constante de los
profesores que enseñan esta materia; no hay suficientes ayudas tecnológicas, muchos
establecimientos educativos no lo tienen.
En muchos textos educativos, la gran mayoría de los ejercicios se centran solo en
la parte gramatical, no existe ningún tipo de actividad que los haga expresarse oralmente
y, por lo tanto, para fortalecer esta capacidad. En nuestro sistema educativo hay muchas
deficiencias que no llevan a cabo una instrucción completa en las cuatro habilidades que
se necesitan aplicar en este idioma.
Nuestra investigación se centró en el uso de juegos didácticos como los
rompehielos para mejorar la expresión oral en el aprendizaje, donde se observó que esta
era una actividad nueva para ellos y también pudimos sentir que hicieron su parte, ya
que fue muy divertido forma de que aprendan y esta investigación llegó a su fin.
La propuesta, un folleto con rompehielos, se compartió con las autoridades del
establecimiento educativo y los profesores de inglés para que en un futuro cercano
continúen investigando e incrementando más actividades para la mejora de la expresión
oral en los estudiantes.
Icebreakers booklet ludic games oral expression
x
INDEX
FRONT PAGE i
DIRECTIVES II
TUTOR ACEPTANCE III
DEDICATION IV
ACKNOWLEDGMENT V
REPOSITORIO NACIONAL ESPANOL VI
REPOSITORIO NACIONAL INGLES VII
ABSTRACT VIII
RESUMEN IX
INTRODUCTION 1
CHAPTER 1 THE PROBLEM 2
CONTEXT OF THE INVESTIGATION 3
CONFLICT SITUATION 5
SCIENTIFIC FACT 7
CAUSES 7
PROBLEM FORMULATION 8
RESEARCH VARIABLES 8
RESEARCH OBJETIVES 8
GENERAL OBJETIVES 8
SPECIFIC OBJECTIVES 8
RESEARCH QUESTIONS 9
JUSTIFICATION 10
CHAPTER 2 THEORETICAL FRAME 11
BACKGROUNDS 11
xi
THEORETICAL FOUNDATION 11
DEPENDANT VARIABLE 11
ORAL EXPRESSION 11
DEFINITION 11
CHARACTERISTICS 12
APPLICATIONS 12
TYPES 13
ADVANTAGES 14
PRONUNCIATION 15
ACCENT 16
INTONATION 17
LEXICON 17
WORDS 17
IDIOMATIC EXPRESSIONS 18
GRAMMAR STRUCTURE 18
VERB TENSES 19
USE OF MODAL VERBS 19
IMPORTANCE 19
INDEPENDENT VARIABLE 20
ICEBREAKERS ACTIVITIES 20
DEFINITION 20
CHARACTERISTICS 21
IMPORTANCE 22
APPLICATION 23
ICEBREAKERS USE ADVANTAGES 23
xii
TYPES OF ICEBREAKERS GAMES 24
TRADITIONAL 25
RHYMES 25
RIDDLES 26
TONGUE TWITERS 27
ROLE PLAY 28
SOCIODRAMA 28
SKIT DIALOGUE 29
SOCIODRAMA OF HISTORICAL FACTS 30
WORD GAMES 31
PYRAMIDS OF WORDS 31
CROSS WORDS 32
HANGMAN 32
RULE SETS 32
STRATEGY GAMES 34
GAMES DEDUCTION 34
GAMES Q & A 35
EPISTEMOLOGICAL FOUNDATION 35
DEFINITION 35
HUMANISM DEFINITION 36
HUMANISM AND EDUCATION 36
PSYCHOLOGICAL FOUNDATION 37
MEANINFUL AUSUBEL LEARNING 37
PEDAGOGICAL FOUNDATION 37
PIAGET 39
xiii
VYGOTSKY 40
CONSTRUCTIVISM 41
SOCIOLOGICAL FOUNDATION 42
LEGAL FOUNDATION 42
CONSTITUCION DE LA REPUBLICA 42
CHAPTER III METODOLOGY 47
METODOLOGICAL DESIGN 47
TYPES OF RESEARCH 47
DOCUMENTARY RESEARCH 48
DESCRIPTIVE RESEARCH 48
FIELD INVESTIGATION 48
PROPOSITIONAL RESEARCH 49
POPULATION AND SAMPLE 49
METHODS OF RESEARCH 52
THE ANALYTICAL SYNTHETIC METHOD 52
THE DESCRIPTIVE METHOD 52
THE DEDUCTIVE METHOD 53
THE STATISTICAL METHOD 53
TECHNIQUES AND INSTRUMENTS 54
THE SURVEY 54
THE INTERVIEW 54
INTERVIEW INTERPRETATION 56
CHI SQUARE ANLYSIS 69
CONCLUSIONS AND RECOMMENDATIONS 70
CHAPTER IV THE PROPOSAL 72
xiv
JUSTIFICATION 72
THE USE OF ICEBREAKERS ACTIVITIES 72
OBJECTIVES 74
GENERAL OBJECTIVES 74
SPECIFIC OBJECTIVES 74
THEORETICAL ASPECTS 75
FEASIBILITY 76
HUMAN, MATERIAL AND FINANCIAL RESOURCES 76
DESCRIPTION OF THE PROPOSAL 77
BIBLIOGRAPHY 77
REFERENCES 79
THE PROPOSAL
ANEX 1: DOCUMENTS
ANEX 2: PHOTOS
INTRODUCTION
At present education has changed a lot in comparison to how it was
developed and taught in the past, the repetitive form for example is
already something of another time. Therefore, the students need
something more motivating, a kind of teaching that encourage them to
be of their interested in learning it.
The formats, the teaching techniques, the audio-visual aids that we
have at present are of great help at the moment of teaching of either a
foreign language or any subject that teachers are about to teach.
In this project that the researchers are undertaking, investigators
have focused on a type of playful games called "icebreakers", the ones
that as its name indicates, will serve to break the ice in a class. We
have noticed that the students do not speak English, either because of
shame of being wrong or because do not have a solid knowledge to
carry it to practice.
If the teacher asks them something, of the little they understand
many times, they respond in Spanish. In the other hand, the
researchers also believe that this ability to speak another language, will
not happen overnight, this takes time, in our case, for our educational
system, the greatest success will occur when there is a considerable
time load for this language.
This project has been divided into four chapters:
CHAPTER I
THE PROBLEM Context of the investigation Problem of the investigation Conflict situation and the scientific fact
1
Causes Problem Formulation Objectives of the investigation General Objectives Specific Objectives Research Questions Justification
CHAPTER II THEORETICAL FRAME Background Theoretical Foundations
CHARTER III METHODOLOGY Process Analysis Results Conclusions Types of Investigations Population and Sample Operationalizing of the Variables Research Methods Techniques and Instruments of the investigation Analysis and Data Interpretation Conclusions and Recommendations
CHAPTER IV THE PROPOSAL Title Justification Objectives Theoretical Aspects Feasibility of its application Description Conclusions
2
CHAPTER I
THE PROBLEM
CONTEXT OF THE INVESTIGATION
In the early days of April 1981, days of political crisis and
organization in the Cooperative Santiago Roldos, the inhabitants of the
sector decided to give the school to the Priest Nestor Astudillo
Bustamante to be managed by him and at the same time to organize
this school and make the respective procedures to be a Fiscomisional
School.
The Unidad Educativa Fiscomisional Monseñor Nestor Astudillo and
Don Bosco began to function with the support of parents of the Fertisa
neighborhood, who built a house and started working with a temporary
permit under the guidance of the educative authorities.
In 2006 the Salesian Priests through Father Javier Herran Provincial
Economic stated that because of the crisis staff Salesian could not
sustain the work and personal options such as giving it to the workers in
it, Salesian Ladies Society, a religious community or in the latter case
they would take the best choice.
After a year at the initiative of the Bishop of the Archdiocese of
Guayaquil Monsignor Antonio Arregui, when he made the visit to the
Ecclesiastical Parish "Santa Isabel de Hungria", which this school
belongs to, arranged into conversation with the Salesian Priests so that
the school becomes part of the directed institutions by the Archdiocese.
3
And as well as from the year 2008 as far, it became part of the
network of the archdiocesan schools, but under the public system until
today. It consists of 500 students enrolled, 1 Director, 21 teachers, two
secretaries and three janitors.
The challenge of education in Ecuador is to contribute to developing
the skills of students to live in their local community and an ever closer
global community, we can say that knowledge of several languages and
especially the English language recognized mostly as the universal
language for excellence, it is essential as a tool for future professionals
who are being prepared in the classroom as students today and,
therefore, one of the important elements in their comprehensive
training.
While learning a language requires a lot of attention, perseverance,
work and above all, time and interest to communicate with others in
their language always compensates the effort. Each time the general
public recognizes the fundamental importance of this universal
language of communication through which moves all kinds of updated
within the scientific, financial, technical and professional information
fields.
Ecuador is in the 35th
place of 63 as one of the countries with low-
level English according to the English Proficiency Index (EF EPI) 2014.
This is an annual report that performs the global language training
company Education First (EF).
On the other hand, the English teaching level is too low because the
workload is below the standard rate. There are educational
establishments where such charge is only 2 hours a week by grade,
sufficient reason that allows increasing this problem.
Another aspect we have observed in this research is that the
teacher is not updated, not going at the same time with technology.
4
We have noted that there are teachers who do not know how to use
a computer, which means that do not know how to operate a projector,
have little knowledge of how the Internet works, so do not know how to
download educational videos or to work online for example.
With this background, the Ministry of Education believes that
learning the English language is an essential part of the training
process that will allow students to prepare for long life since this subject
has focused on communication by which it intended that students
develop receptive skills of listening and reading, productive speaking
and writing.
Learning English thanks to these reforms completely change their
methodology of traditional, repetitive grammar to a communicative
approach that has a different view of language use, handling within the
mastery of core competencies in a communicative context based on
playful techniques and updated diversity, social and cultural topics.
This research is being conducted in the Unidad Educativa
Fiscomisional Don Bosco in Guayaquil and seeks to determine which
are the main causes for the little learning of this language and proposes
solutions and recommendations while delivering a guide or educational
booklet to school authorities for it to be given to teachers in the English
area for its use in class and thus improve the quality of teaching this
language.
CONFLICT SITUATION
At present due to the reluctance of students to learn this language, it
complicates the task of fulfilling the teacher‟s vocation of teaching.
5
All this happens because there are a variety of causes that
discourage students in this process. Some students do not show a
positive attitude towards learning this subject.
The apprentices believe it is a complicated issue to assimilate and
do not want to make any effort to learn it. It is only considered a
mandatory activity imposed by the educational authorities without
seeing the real value of knowing another language that will be very
useful for their future career.
The attitude of the English teachers is also mentioned because they
are limited to the transmission of knowledge only filling spaces in a
book, they are focused more on the grammatical area and do not put
emphasis on other skills that provide language such as speaking,
listening, or reading which helps the students to lose interest and it
becomes a boring class.
It was also noticed that when class starts, there is not a warm up or
an icebreaker activity as a ludic game to open their enthusiasm to work
or to recall prior knowledge, or the teacher rarely uses old games to
play with the learners.
The researchers also noticed that there was a deficiency in the
speaking area. Students do not remember many basic words learned
the previous classes or last school years, and they also are ashamed
when pronouncing words because they do not want their classmates to
have fun on them.
Teachers do not encourage students to engage in cultural events,
open house activities, group games, songs, etc. so by this way, they
could develop their full intellectual potential.
6
Teachers and families have a fundamental role in promoting the
interest in the study. Many parents show indifference to their children‟s
progress and do not follow their advances.
Also, it was observed in the investigation that having some technological
devices, tutors do not use them. There is a computer laboratory but this room
is occupied the whole day long, and there is not a space of time for the
English teachers to work there with the help of audio and visual systems.
For this reason, observing all these deficiencies that hurt students
in their training and to function acceptably in this subject, our research
is focused on the motivation to make them speak English through ludic
games activities like the icebreakers.
SCIENTIFIC FACT
The English teachers do not develop speaking skills for the students
of 8th
grade at Colegio Fiscomisional Don Bosco Zone 8, Distrito
Ximena 2 Provincia del Guayas, Canton Guayaquil, Parroquia Ximena
in the 2016-2017 academic year.
CAUSES
* The following causes were detected while doing this research that
affects the English learning process:
*Motivation on students are poor because teachers are not
updated with some new activities which are being applied like
icebreakers
7
*Students are not able to express themselves orally in English
because their English teachers have not been working in that
particular area.
* Modern methodological strategies like icebreakers are not used in
classrooms because teachers do not have the educational material for
that issue.
* Students are not confident with themselves in the oral skill
because they feel ashamed with their phonetic pronunciation.
* Icebreakers activities through games are not developed by the
observed teachers because their planning time is too short to apply it.
PROBLEM FORMULATION
What is the incidence of applying a booklet with icebreakers
activities to enhance the oral expression in the students of 8th
grade at
Colegio Fiscomisional Don Bosco Zone 8, Distrito Ximena 2 Provincia
del Guayas, Canton Guayaquil, Parroquia Ximena in the 2016-2017
academic year?
RESEARCH VARIABLES
INDEPENDENT VARIABLE
Icebreakers activities
DEPENDENT VARIABLE
Oral expression
RESEARCH OBJECTIVES
8
GENERAL OBJECTIVE
To identify which are the best icebreakers activities to enhance
the oral expression in the students under investigation.
SPECIFIC OBJECTIVES
*To demonstrate through a field research how icebreakers
activities enhance the verbal skill.
*To determine what kind of educational games using the
icebreakers techniques are suitable taking into account their level.
* To suggest a booklet for the English teachers with some
icebreakers activities.
RESEARCH QUESTIONS
1. Why is it necessary to conduct this investigation?
2. Who will be the beneficiaries?
3. Which are the most suitable didactic techniques for enhancing the
English verbal skill?
4. Which is the level students must have to be according to the
icebreakers activities being carried on?
5. How will the students improve their oral skill using this ludic activity?
6. Could the booklet of recreational activities be used in other grades?
7. Why does this type of ludic activities help to motivate and to
improve their ability to speak English?
8. How will the methodology used for this investigation contribute to
enhancing to oral expression in these students?
9
JUSTIFICATION
This research is elaborated in order students feel more confidence
expressing short ideas or words in English learned previous years and
also for the rest of their learning process through icebreakers games,
helping them improving their pronunciation, so by this way they will
acquire fluency and accuracy when speaking this language which will
cause their motivation and integrate with other speakers, and thus
achieve our goal, it is to improve their oral expression in the English
language.
This research has its relevance because it responds to the demands
of the educational needs of our country and society that is oriented to
the use of leisure activities in the development of the English oral
expression.
This work aims to develop the use of recreational activities in
spoken English communication that characterizes the student exit
profile according to the new laws issued by the Ministerio de Education.
This project will help in the daily interaction process where many
students are uncommunicative verbally, and others express their ideas
using inappropriate words.
This investigation is prepared to help the English teachers with a
design of a booklet based on recreational activities since the use of
them will encourage the students to enhance their vocal ability through
games. Therefore, both sides of the learning process will be the
beneficiaries.
With the gotten information from this research, traditional ways of
teaching will be changed by giving tutors a new methodological strategy
to be developed in their English classes and to get the planned results.
10
CHAPTER II
THEORETICAL FRAME
BACKGROUNDS
To perform this research investigators had to visit the library of the
Faculty of Philosophy of the University of Guayaquil, where no previous
studies focused on the use of icebreakers were found as a mean of
teaching English to improve the oral expression.
THEORETICAL FOUNDATIONS
It is an arrangement of gathered learning that is firmly identified with the
issue being researched; this information permits to portray, clarify and
break down the problem into a rule and its factors and pointers specifically
from the viewpoint of existing logical writing.
DEPENDANT VARIABLE
Oral Expression
Definition
According Asha (2009), “oral statement is the students' capability to
express thoughts, illustrate in words what they are thinking (critical math),
retell stories and the different concepts and ideas."
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It implies that not only learners but all the human beings must have a
prior knowledge about something or the topic being in progress to develop
a conversation or to express any thoughts. If it does not occur, then wrong
or empty ideas will be said, and their ignorance will be seen.
Characteristics
According to Bygates (2008), the following might be shown by those
kids who exhibit oral expression troubles:
Problems with semantic methods, checking classifications in individual,
tense, and case (e.g. the "s" in hops denote the third - single solitary in the
current state), and inference, the arrangement of new words from existing
words (e.g., worthy from acknowledging.)” (p.45)
Learning new words.
Uncomplete characterizing, linguistic and phonetically correct
sentences either talked or formed.
The difficulty with retelling, making enlistments, and wishes.
Significance or importance.
APPLICATIONS
a. Work with associates to advance every day, just discourses and
choice making, set clear objectives and due dates, and set up individual
parts as required.
b. Move discussions by offering and reacting to conversation starters
that test thinking and confirmation; guarantee a hearing for a full scope of
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positions on a point or issue; clarify, confirm, or prove thoughts and
conclusions; and advance unique and innovative perspectives.
c. Execute a viable gathering exertion that achieves an objective,
d. Partake in the arrangements of the group action or item,
characterizing Furthermore, accepting individual parts and duties
e. Accept an initiative part in a gathering that is cooperatively
attempting to fulfill an objective
f. Self-assess parts in the arrangement and finish of the gathering objective
g. Study and offer proposals for enhancing presentations given by
own or other groups
TYPES
According Bygate (2008) identifies different types of speaking „routines‟
which he defines as "normal ways of showing off data" (p.23), and mention
two kinds: those that involve conveying information, on the one hand, and
the kind of turns typically found in interactional exchanges on the other.
The former is further classified into expository and evaluation routines and
span various functional domains:
Expository routines
Description Narration Instruction Comparison
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Evaluation Routines
Explanation Justification Prediction Decision
As regards interaction routines, Bygates (2008), shows several examples such as:
Face-to-face conversations
Telephone conversations
Discussions that take place at classroom meetings
Classroom lectures
These speaking activities are named macro functions, or categories for
the correct use of spoken discourse and this thinker argues that because
these activities "are conventional they are predictable and they help ensure
clarity" (p.23), nothing however that these sorts of exchanges might vary
depending on individual decisions, the situations, and culture.
Advantages
As we can notice, there are some significant advantages provided by
the daily practice of the speaking skills through the interactions among
students in a classroom such as:
Describing pictures
Giving opinions, agreeing and disagreeing
Asking for personal information
Asking questions, giving answers
Making suggestions
Describing personal experiences
It will also be necessary to provide students with two equal levels of
training:
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Practice in the manipulation of language elements (phonological and
grammatical patterns linked to vocabulary.) The possibility of expressing
their criteria by themselves.
It is then up to the teacher to be prepared for the problems that may
arise in the classroom when dealing with the treatment of oral expression,
that is, to find ways for students to be motivated and not afraid to speak as
well as to exist A compensation in the participation of all the students,
inviting them to use as little as possible the mother tongue in the
classroom, in order to achieve effective oral communication in the foreign
language.
Starting from all the elements previous to the oral expression can be
defined as a mixed ability, where denotes the capacity or ability that an
individual has to speak and express, that is, to communicate with others.
Oral expression is knowing how to communicate orally ideas with which
the conversation and the feedback between the sender and the receiver
are encouraged; in a foreign language also it requires a pronunciation that
does not interpose with the understanding of the message, and the
knowledge necessary to develop them.
Pronunciation
Learning a foreign language is a complex activity involving the control
of various blocks of content. Acquiring the pronunciation habit is a process
in which one should not forget that practice plays a significant role, and
motivate students not to throw the towel before getting it.
Many sounds have nothing to do with the sounds to which they are
accustomed, so they must practice them until they correctly produce them.
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Through a laboratory study, Snow & Hoefnagel (2006) tested the
hypothesis that "years to puberty constitute a critical period for linguistic
acquisition.”
In a study on the acquisition of second languages in a natural
environment, it was found that older subjects had an initial advantage in
pronunciation and that age-related pronunciation differences disappeared
within four to five months of learning to speak the second language.
Accent
According to Gluszek (2010) an accent is a way social class or
influence from their mother tongue.
More or less strength is given to some syllables. If a trend in the
production of the English accent was to be pointed out by Spanish
speakers, one could say that they accentuate the last two syllables of the
English words, following the accentuation patterns predominant in their first
language.
The accent is essential in the pronunciation of words in English. In fact,
it is a key element, since English is a language whose diction and good
pronunciation are based on the proper use of accents to develop oral
expression.
In English, there are words that contain a strong accent and must be
pronounced correctly, and others that do not have this same accentuation
tonic and that pronounce without highlighting the emphasis.
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Intonation
According to Munien (2012) "tone could be described as 'the music of
speech.' Change or variation in this music (or pitch) can affect the meaning
of what we say."
The student confers more strength to the words he wants to emphasize,
even with the intonation the phrase changes meaning.
In any English sentence, you can pronounce one or more words in a
higher tone than usual if you want to draw attention to this word (s). The
sound level is the most efficient means in English to give prominence to
particular elements within a sentence.
Lexicon
For Mece (2013) words are "modifiable elements capable of varying its
form and its meaning according to the syntagmatic environment." The
study of the lexicon is considered a fundamental role used in the
development of the oral expression, in such a way that they are used
properly obtaining a message clear, coherent and efficient.
Varela (2006) says "a native speaker does not know all the lexical
content of his mother tongue. Therefore, we should not pretend that our
learners embrace it" (page 2).
Word formation includes a set of morphological procedures that allows
the creation of new words from morphemes, allowing the student's
vocabulary to be used in the development of oral expression with the
support of ludic activities such as tongue twisters, riddles, and rhymes.
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Words
According to Bygates (2012) "it is each of the segments bounded by
delimiters in the spoken or written chain, which may appear in other
positions, and which is endowed with a function. Acquiring words will
increase the lexicon, getting answers to any question."
Words help form sentences in all present times, encouraging verbal
conversations to emit the messages necessary and appropriate to each
sociolinguistic situation within an educational and social setting.
In English, there are many ways to express ideas. A word can have a
variety of synonyms, each with its tone and connotation.
Idiomatic Expressions
For Wright (2012) idiomatic expressions are sets of words inseparably
related to each other both by the form and by the sense that keeps one
with another to maintain a stable relationship; Therefore, these phrases are
not translatable word for word because they convey a complete idea.(p.7)
Language expressions have their meaning, is an enriching factor of
vocabulary as Harmer (2005) explains that idiomatic phrases "are
considered as part of the vocabulary for learning" (p.92)
The use of icebreakers activities helps to increase the vocabulary of the
English language since the teacher can put into practice several oral
games so that the students use idiomatic phrases.
Grammar Structure
The oral expression will be improved by the student by selecting play
activities that enhance the ability to construct and interpret texts
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-orals- using mechanisms that give formal cohesion and coherence in
meaning. For Llerena (2006) says the grammar is
A necessary reference to achieve verbal communication skills
increasingly elaborated and efficient, only that their learning should
be considered as instrumental for the primary objective that is the
development of Oral Expression using play activities for a proper
development of each student in the target language. (p.13)
The proper management of the language implies a progressive
approach to the formal language and its correction. This means that when
communicating orally, students should gradually learn to conjugate verbs,
make necessary concordances, correctly construct sentences and speak
the language, to achieve the active development of Oral Expression, with
the significant help of icebreakers activities such as riddles, rhymes,
tongue twisters, a pyramid of words, etc.
Verb Tenses
According to Bowerman (2010),
the verb is a class of words that mark the time. Time, in this sense, is
the grammatical category that places the realization of an action or
the state of a state and is characterized by the corresponding
elements in the forms of conjugation.(p.57)
Tenses help us to understand better how the language works. It is one
of the existing tools to improve the level of English.
Use of modal verbs
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According to Yule (2011), “modal verbs are also sometimes called
modals. They are used before regular verbs and are used to express
meanings such as permission, possibility, certainty, and necessity.”
Modal verbs express modality. They can show ability, possibility, need
or other condition. They are auxiliary verbs of the future and the
conditional.
The verbal tenses of the English language are not enough to express
ideas of possibility or uncertainty. There is no verbal time of the conditional
in English.
At the same time, auxiliary verbs are used for the conditional. There is
also no verb tense as the subjunctive in Spanish. Therefore, it is vital to
understand the uses of modal verbs, as complementary verbs with the help
of another verb. This other verb often comes after the modal verb and is in
the base form.
IMPORTANCE
All these specified items will help to improve the communication among the
students in 8th
grade at the Colegio Don Bosco in Guayaquil City. They will be
applied even though icebreakers activities and therefore they will succeed in the
English learning process, leaving behind their shame, and their worries of being
bullied by students with better knowledge of this skill.
INDEPENDENT VARIABLE
Icebreakers Activities Definition
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This recreational activity favors, in the self-confidence, the autonomy
and the formation of the personality, becoming one of the primordial parts
in educational activities. According to Ritson L. (2016), games help "build
an extensive network of devices that allow the student to fully assimilate
reality, incorporating it to revive, master, understand and compensate."
(p.20).
According to Dictionnaire de didactic du francais (2009), it says that the
icebreakers are
Learning activities guided by rules and characterized by a feeling of
pleasure. They also allow communication between students
(information gathering, problem-solving, competition, creativity,
decision-making among others), oriented towards a learning
objective, allowing the learner to use linguistic and communicative
resources collaboratively and creatively (p.160).
Through the games, it allows the student to develop in a field of
pleasure where the learner interacts in oral communicative situations within
the educational or social area.
Iturralde (2008) states that
it is impressive the broad concept of LUDIC, its fields of application
and spectrum. We have always related to the games, the playful and
their environments, as well as the emotions they produce, with that of
childhood and we, have put certain barriers that have stigmatized the
games in a severe and professional looking application, and it is true
that this is far from reality, since the game transcends the stage of
childhood and without realizing it.
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It is expressed in the daily life of activities as simple as the pleasant
sharing at the table, in cultural aspects, in sporting competitions,
video games, table games, shows, rituals, folkloric manifestations of
peoples, artistic expressions, written works and verbal
communication, teaching materials, therapies, etc. The ludic creates
magical environments, generates social conditions, and generates
emotions, joy, and pleasure (p.2).
Icebreakers activities can be present even in adulthood and be very
constructive if applied under the methodology of experiential learning
aware that we humans are in a continuous process of learning since we
are are living.
CHARACTERISTICS
Appropriate to develop Oral Expression, icebreakers activities have
the following characteristics according to De Granato et al., (2006)
-Promote speaking skills through the acquired vocabulary. –to enrich
the lexical field of the student, developing the thought, imagination and
student creativity.
–To use it with semantic precision vocabulary.
-To discover the importance of memory in the process of language. It's
a channel to discharge the expression and powerful and negative
feelings, helping your emotional balance. It's a trigger to expressive
capacity.(p.17)
For the teacher, icebreakers activities are educational means getting he
results at the same time the event occurs and, because of that, teachers
can fulfill needs of their students. Above all, it gives the educator the
chance to detect difficulties in the oral expression of their learners.
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This playful activity, the icebreakers, is attractive and motivating,
captures the attention of our students to matter, either this language for
professional purposes or the need to communicate verbally, so there
are different games that are developed in classes learning a foreign
language. The games are useful to review vocabulary or grammatical
structures, forcing students to communicate in English.
IMPORTANCE
Kolb (2007) says that “apprentices vary significantly in how they get
classroom learning and that each learner has a distinct and a definable
way of engaging in the learning process"
Learners often arrive at a classroom with preconceived notions of
learning that are hard for them to let go.
Furthermore, educators can and frequently do fall into this class
also, enabling a dynamic of restriction to create. All of us have
confronted the reluctant learner who declines to take part in the class,
where nothing draws him or her out of a defensive shell.
Instructors will regularly search out instructional systems intended to
fabricate compatibility; enable understudies to become acquainted with
each other and make safe classrooms for realizing where everybody
feels great partaking.
According Galbraith (2006) "people are encouraging grown-up
training need a mixture of instructing techniques to be successful". This
is the importance when the instructional strategies of icebreakers can
enter the learning environment.
APPLICATIONS
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Icebreaker activities imply help "break the ice" can be applied in various
ways. They help learners get acquainted and begin conversations, relieve
inhibitions or tension between people, allowing those involved to trust and
feel more comfortable one another. Icebreakers encourage participation by
all, helping a sense of connection and shared focus to develop.
These Icebreakers according Boatman (2009) "can be used as
transitions or a time to "clear the mind" encouraging vitality and
enthusiasm". Both activities, and also according Zwaagstra,(2008) "lead to
an exchange of data and increase communication among group
members".
In addition to only helping to learn students' names, we have
discovered utilizing icebreakers brings funny moments into the class, sets
up compatibility, cultivates a sheltered learning condition, and helps with
content learning.
Accordingly, it would take after that usage of icebreakers in the
classroom may well add to enhanced students investment, expanded
understudy steadiness, and at last upgraded learners' learning.
ICEBREAKERS USE ADVANTAGES
According to Maslow's Hierarchy of Needs (2011), "Icebreakers can
help learners to feel wellbeing, to know they can take an interest, talk,
and share without dread of mocking."
Renner (2005) states that “most grown-ups work best in an air of regard
and support, and icebreakers can set this environment. The icebreaker can
likewise address the learner's feeling of having a place, toward making a
group of students”.(p.38)
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It can start to move students along the continuous towards regard, and
their need to feel esteemed, lastly, self-realization, which distinguishes our
particular need and craving to learn and develop. An icebreaker done
effectively can start to fulfill these necessities, and move along Maslow's
continuum. They can transform a rather ordinary or dull meeting into
something rather special. Icebreakers introduce people to one another in a
fun and informal way Icebreakers relax people and help them to get to
know each other far more quickly. Energize and motivate participants.
People learn better when the participants are involved in all aspects.
Icebreaker activities provide this kind of active, practical learning.
Games offer an opportunity to share their backgrounds and learn from
each other.
People learn differently. Many people learn best by listening, some by
watching, some by reflecting, some by interacting, some by doing, some by
talking, some by singing music or dancing, some by solving problems.
Games offer an opportunity to help people with diverse learning styles to
engage with a topic or issue.
The facilitator can use a game as a quick assessment of the group to
gauge how much they know about the subject being in progress, how
comfortable they are in groups, what is their background, expertise and so
on.
Icebreakers can reduce participants' sense of anonymity or isolation in
any venue; helps to foster a shared sense of purpose and in the course;
get everyone involved, participants are active participants versus passive
participants from the onset.
Create a unique atmosphere in which people will feel comfortable;
enable people to find out what they have in common; allow learners to
move around, keep participant's interest.
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Open the door to learn new ideas and concepts, help people think
outside the box; be excellent devices to help students feel more
comfortable with themselves and with others and feel more at home in a
gathering, separate the "inner circles," welcome understudies to shape
arbitrary groupings, and help people meet others gatherings.
TYPES OF ICEBREAKERS GAMES
Traditional
Those icebreakers games are linguistic or created for students as
verbal games: rhymes, riddles and tongue twisters among the most critical
of this research.
Along with recovering the traditional games, thus enhancing the native
language and oral culture of students. These games allow you to develop
phonemic awareness and language skills in a playful context that amuses
and entertains; discriminate the first ends of words or sounds; stimulate
creativity, encourage word associations, promote vocabulary development
and promote fluency of oral expression.
For Gomez (2011) verbal games put "emphasis on the playful and
creative language in an exploratory character and attitude of possible
meanings; allow to develop rich and varied oral activities of thought and
language "(p. 11)
Also, they serve to develop the playful and creative function of
language, as well as phonemic awareness, also, to discriminate ending
sounds of words and transcribe these games to make them known.
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Rhymes
Rhyme is the repetition of the syllable at the end of two or more lines.
The rhyme has to do with sound, not spelling. The verse is considered an
essential element that gives rhythm to a poem. It is defined as the
repetition of sounds from the last accented vowel of each verse. Learning
rhymes are important, as they improve the oral expression, cognitive,
physical and social development.
Phillips (2007) says "Teach students the sounds and rhythm of English,
to reinforce the structures and vocabulary, or total activities, but physical
response especially for fun." (p.100)
Students develop the muscles of the mouth and language saying
rhymes and memory and recall skills increase.
Listen to rhymes helps students learn how sounds combine to form
words and sentences, and students begin to understand the harmony and
tone of the language. All these components rhyme help students improve
their oral expression, by increasing knowledge of vocabulary. The same
that help develop their pronunciation and mouth muscles.
Riddles
According to Fangcy (2011), guessing games are
Used as hobbies that describe something to be guessed. Besides
being an entertainment, contribute to the development of oral
expression of students and the dissemination and maintenance of
modern traditions; for a long time, they have had an oral transmission
(word of mouth) which has facilitated numerous modifications and
variations of riddles. (p.12)
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Riddles are recreational activities that can increase the lexical
competence of students, it is desirable that they build themselves and
practice, which will improve their verbal expressiveness, and others are
motivating and stimulating for the interaction of students during English
classes through oral participation activities.
Tongue Twisters
The twister in English is the pronunciation of a phrase where the same
phonetic sound is repeated; they are excellent leisure activities to practice
a particular sound, helping to improve pronunciation and acquire a verbal
communicative fluency, besides achieving a nice class.
According to Gomez (2011) "tongue twisters belong to oral literature.
They are part of the folklore of the peoples, for that reason, it is possible to
find different versions of the same." (p. 24).
They are phrases that appear repetitious syllables words, so hard to
pronounce.
They attract students because they represent puns, for the first
approaches to a foreign language.
Tongue twisters are composed of sentences that combine syllables or
difficult words to be repeated, helping to improve the oral expression of
each student to be able to express themselves verbally with proper
pronunciation.
Role Plays
The start of roleplaying is given in the United States with a new game
concept created by Professor William A. Gamson in 1960.
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It is a game in which, as its name suggests, one or more players play a
particular role or personality.
According Rosa (2006)
The performance of roles is the representation of a typical real- life
situation; this is done by two or more persons, assuming the
functions of the case so that it can be better understood, more visible
and lived for the group (p.162-164).
Those who play the roles are placed in the position of those who lived.
The situation is revived by an act of intimate understanding of the real
actors.
Garcia & Martinez (2009) says that
it requires imagination and creativity by the teacher who writes
history so that it is in real life facts or fanciful facts. It is, therefore,
necessary to consider not lose at any time the subject has prepared
to deal with students. (p.33).
The role play is an interpretative narrative game in which players
assume the roles of imaginary characters in a story, dialogue or plot in
which they interpret their describe their actions: imagination, storytelling,
originality, and ingenuity are essential for the proper development of this
form of a skit.
Sociodrama
To Aguiar (2006) "it is a short story or fiction is the creation of one or
more authors, based on real or fictitious events, inspired by legends,
whose plot is carried out by a small group of students." (p.242)
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The story is a story of imaginary events, starring a small group of
characters and a simple plot. There are two major types of stories: folk tale
and the literary story.
According to Diez (2007) says that the story is
a traditional narrative of oral transmission. It comes in multiple
versions, matching the structure but changes in the details. It has
three subtypes: fairy tales or fairy tales, animal stories and tales of
manners. Most focused on the realization of the development of oral
expression playfully, to other stories work rhythm, auditory
discrimination, vocabulary. (p.104)
Through skits interpreting stories, students increase their vocabulary,
the same situations or are used in appropriate contexts, since as a foreign
language is English is synonymous with learning a new culture.
Skit Dialogue
For Motes (2005) "sociograms means the representation of an action
performed by characters in a particular place."
To perform skits students act through the representation of actual daily
dialogues and as Navarro (2006) says, "dramatization promotes so
dramatic and something particular conditions through the use of dialogue,
a conflict between characters (students and the development of actions)."
Using skits allows the student to play and closer ties verbal and social
communication for the development of foreign language classes. According
to Navarro (2008) "dramatic play, can develop oral expression,
pronunciation and achieving an adequate emphasis on the use of a foreign
language.”(p.30).
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To Anarella (2006), "the skit accompanied by dialogue emphasizes the
process of teaching a language." (p.3). Paraphrasing the author's thought
that by the drama not only reading but are being implemented to improve
their verbal expression, being motivated by the teacher.
Sociodrama of Historical Facts.
A historical fact, is the interpretation of the specialists in history, an
event where human beings are involved and occurred somewhere and
some time.
Role playing historical events consist of dramatization or theatrical
performance of an event of history, chosen from the program contents. It is
the students put on stage such an event, acting it out, presenting what
creatively happened in the past and more familiar to them. Rojas R. (2007)
states that
the activity is proposed that theatrically recreate a historical fact;
students understand the more experiential way an event in the past.
As usually chosen milestones are presented as problematic
situations, students can observe the complexity of the past: the
different opposing positions, uncertainty in decision-making, the
practical difficulties, the intervention of chance, etc. (p.34)
There is also the option of recreating only fragments or conflict,
character and life, and the environment represents a social class moved.
All these possibilities and others might call micro dramatizations that
enable and simplify the approach to this technique.
Dramatization also promotes the development of values such as
respect for multiple perspectives and from different cultures, empathy, and
tolerance.
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As well as verbal expression primarily it develops achieving its
interaction involving skits in learning English.
This activity is specified as a pedagogical practice that creatively
integrates all resources and forms of corporal expression, rhythmic,
musical, visual arts, language, history, etc., in the service of verbal
communication of ideas, emotions, feelings or experiences. The result of
this process is free interaction dramatic play.
Word Games
They are activities using words and / or letters in such a way that
produce playful effect and often also educational, as they favor the
development of creativity and oral language skills, which allows the player
to become familiar with a vocabulary each ever expanding and can
function in verbal communication situations in a foreign language as this
research is focused.
Most humorous plays on words require sharpness of thought, and that
is why it is believed that developing this kind of activity helps maintain a
more active mind because with the game, are perfected these qualities
increasingly.
Pyramids of Words
According to Andrade (2006), "the pyramids of letters are growing
series of words that are staggered arranged so that the next higher word
has a letter unless the inferiors."
The result resembles a pyramidal structure, the same increases the
lexicon in students, so students will have more opportunities to interact with
English classes or people who speak the English language.
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Puns are a symbol of life and a preparation for it; through the game, the
student is accustomed to overcoming obstacles with pleasure.
Crosswords
According Andrade (2007) "it is very popular among students. When
performed taking into account, the vocabulary worked by students
becomes an excellent tool for subsequent years." (p.3)
Crossword puzzles are fun activities that help build vocabulary; it will
raise the verbal expression in the English language. Increased vocabulary
will make the student develops in all situations of verbal aspect.
Hangman
This game is to guess words with letters discarding options suggested
by students to decipher words such proposals.
According Garcia (2009) "children have a limit to guess the phrase,
which coincides with the drawing of each of the pieces that build a hung
man, provided that the letter proposal does not match the word by
guessing." (p.215)
Sometimes it is possible to provide clues to students. This activity was
used primarily for reinforcing vocabulary. The dynamic comprises an
estimated thirty-five minutes time.
Rule Sets
They are those in which there is a series of instructions or rules that
players must know and respect to achieve the intended objective.
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Such games contribute to the development of the action, decision,
interpretation, and socialization of students, these games start rule in the
organization and discipline while they teach.
Also, Erikson (2008) referred to the central place that the game takes
on its research activity.
The game is the teenager what thought and planning are for adults, a
triadic universe where conditions are simplified so that you can
analyze past failures and verify expectations. In the world of toys,
child dramatized the history, often in a covert form, in the manner of
dreams, and he begins to dominate the future to anticipate in
countless variations of constant themes. (p.94-95)
For this reason, the rules are established by agreement between the
players are not imposed by adults.
They are maintaining or altering group conscience and not other
members from outside it. For Piaget (1945) the set of rules it is regarded as
"the playful activity of being socialized." He also states that
the rule sets are sets of motor sensory or intellectual combinations
with the competence of individuals (without which the law would be
useless) and regulated by a code transmitted from one generation to
another or by a mere agreement between the parties. (p.225)
For Ritson L. (2013), the game rules "marks the weakening of children's
play and adult step itself, which is nothing but a fiction of thought vital to
the extent that the individual is socialized" (p.230- 231). Paraphrasing the
author's thinking, the game is innate in humans from birth to death.
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Strategy Games
Games or entertainment are those in which the factor of intelligence,
technical skills and planning and deployment, can dominate or drive the
player to win the game.
Players can play the role of an entrepreneur, a head of state, a general,
or any other character, which will have to develop a series of strategies,
managing the resources that are available, to win a battle, get money or
points are given position, etc., and thus achieve the ultimate goal.
Strategy games are where students must find strategies to solve
different problems. According to Polya (2012) "to address a problem an
approach is needed to understand the problem, devise a plan, do the plan
and check the solution obtained."
Through these steps allows students to build their strategies to solve a
problem achieving its performance in a practical context and making known
their solution to verbal situations.
Games Deductions
According to Faidutti (2008), they say that “from favorite games to great
rarities deduction games always have a cut between players: those who
know or those who can not deduct."
They are games that are that the student gives, at the end of a story,
the particular conclusion.
Actually is more a creative activity, which could add others as to the
beginning of a story and complete it, present a story and change the end,
to name the characters otherwise, students will create new and exciting
stories, and they can tell their peers achieving an
35
entertaining and fun listening to the pronunciation and interacting in the
exchange of ideas, opinions in English classes.
Games Q & A
According to Braza, S. (2007), "these games allow the teacher to teach
an interesting way to formulate different types of questions in English, the
functions of the auxiliary and the correct order of words in a question at
different times" (p.61)
This game allows you to develop your oral expression achieving
activate the muscles of the mouth and practicing the pronunciation, so you
answer all questions correctly, making the verbal interaction between
students and teacher.
The aim is for learners to develop the skill to activate their prior
education and experience necessary for oral comprehension.
EPISTEMOLOGICAL FOUNDATIONS
Definition
For Ferrater (2013) in his work epistemology of knowledge indicates
"Epistemology is defined as a "theory of knowledge to explain or clarify
problems concerning knowledge (gnoseology)." That is how humankind
learns and comprehends reality and how identifies with the earth and to
itself.
This research has the design of a concrete totality epistemological
approach because the problem shows several factors, various causes,
many consequences, seeking its modification. It is important to note that in
the constructivism the concept of reality is essential and this is seen as
multiple and subjective because it is constructed or recreated by the
person.
36
This research is based on some theories which will help the reader to
understand the learning process.
Humanism Definition
According Pérez & Garden (2009) "Humanism, in general, is a
behavior or attitude that exalts the human race. Under this conception,
art, culture, sport and general human activities become transcendent.
Such transcendence could be achieved through the exaltation and
experimentation of one's faculties".
HUMANISM AND EDUCATION
According to Educación Hoy- N10 –Marzo de 2005 Revista
Iberoamericana de Educación- Stramiello ¿Una Educación
Humana? This magazine states that
To speak of a Humanist education implies making reference to that
type of Education that purports to form the people integrally as such,
to make the useful learners members for themselves and the other
individuals of the Society. That is why it emphasizes, in addition to
the curricular subjects, in the teaching of norms, values, and beliefs
that promote respect and tolerance among people. Without these
clear concepts, as I said, we could not talk about Education.(p.58)
Now, in our day, we understand the humanist paradigm in education as
an anti-authoritarian model.
Nowadays, the teacher and researcher, consider humanism as a very
significant philosophical trend in education, where the central core of the
teacher's role is based on a relationship of respect with his students based
on their potentialities and needs to create and foster an essential social
climate
37
that allows them the success in the communication and the success of
their socio-affective values.
PSYCHOLOGICAL FOUNDATION
Meaningful Ausubel Learning
When attention is focused on a learning environment, it is observed that
it is made up of a group of people who, although having the same
chronological age, have different interests, different previous knowledge,
various personal projects, discordant emotional states, as well as diverse
forms of learning among others
This group of people meets to learn, and their learning is facilitated by a
teacher. All this brings as a reflection the fundamental task that the teacher
has which is to influence the construction of children's knowledge, as well
as to make learning meaningful.
For this reason, a bibliographical review of the theory of meaningful
learning of David Paul Ausubel is carried out with the purpose of projecting
the concepts related to this important method, with the aim of making it
available to colleagues and thus contribute to understanding it better. To
apply it in the learning environment where teachers work
According to Ausubel (2005), he says that "learning is a process also
called psychic or mental, that is, that occurs within the mind or psyche"
(p.16).
This means that all psychological processes are internal and
unobservable because they happen inside the mind, but their results are
behavior if they are observable.
38
Pedagogical Foundation
This research is located on Lev Vygotsky‟s sociocultural postulates
where learning is strengthened when it is socialized with the intervention of
the able parties exchanging interactive experiences and enhancing
community education. Visualizing and try to realize constructivist teaching
practices, it is something much more severe and should be done with full
awareness the basic purpose of education within this approach. According
to Vygotsky "to help students build knowledge" and learning, "the student
create meaningful learning."
According to Villarroel, C. (2006), he says that
in this educational model, the student is the builder of his knowledge
because of accesses to a higher level of intellectual development,
think, reflect, and investigate. To teach is to achieve significant
learning, learning is to develop structures, schemes and mental
operations, its influence is that processes and products are
evaluated; it is a continuous and qualitative evaluation.
Evaluation: self-assessment, peer assessment, continuous hetero-
evaluation, round evaluation: teacher-pupil - student-teacher, quality
criteria and indicators that are evaluated with different techniques and
instruments that the achievements and reflection are detected as
improvement are established.
Basically, in brief words, that constructivism is the model that keeps a
person, both in the cognitive, social-emotional of behavior is not merely a
product of the environment or just a result of its internal arrangements, but
a construction itself to be producing every day as a consequence of the
interaction of these two factors.
39
Consequently, according to this position, knowledge is not a copy of
reality, but a construction of human beings, this construction is done with
the schemes that the person already possesses (prior knowledge), or with
those already built in its relationship with the surrounding environment.
This construction that is done every day and in almost all contexts of life
depends mainly on two aspects:
1. From the initial representation, we have the new information and,
2. From the external or internal activity that takes place in this regard.
In short, all active learning is a construction that is made through a
mental process that leads to the acquisition of new knowledge. But this
process is not only the new knowledge has been acquired but above all the
ability to build and get a new competition that will allow the learner to
generalize, so by this way, applying what is already known to a new
situation.
The constructivist model is centered on the person, their previous
experiences where he makes new mental constructions, considers that the
development occurs:
-When the subject interacts with the point observed of knowledge
(Piaget)-When there is an interaction with others (Vygotsky)-When it is
significant for the human being (Ausubel)
An essential technique to put by and by in this model is the 'project
method' because it allows interacting in specific and relevant situations and
stimulates the 'knowledge.' and the ¨to know to be¨, that is, the conceptual,
the procedural and the attitudinal.
40
Piaget
"Education is not making adults as a model but release on each man
that prevents him from being himself, let done by 'singular genius.'"
Constructivism argues that our world is a human world, a product of
human interaction with the natural and social incentives we have achieved
since our mental operations processes.
This philosophical position implies that the human knowledge is not
received passively or the world or anyone, but is treated and actively built,
also, cognitive function is at the service of life, is an adaptive function, and
therefore, knowledge allows the person to organize their experiential and
existential world.
Vygotsky
Vygotsky's contribution has meant that since learning is not treated as
an individual activity, but rather social. The significance of social
collaboration in education is worthed itself.
It has been tested that students learn more effectively when it does
cooperatively.
While also tutoring have to be individualized in the sense of permitting
each learner to work independently and at their space, it is necessary to
promote collaboration and group work, as better relationships with others
are established, they learn more, they feel more motivated, increases their
self-esteem and find out more useful social skills. Constructivism argues
that learning is most active.
A person who learns something new, incorporate their previous
experiences and their mental structures.
Each new information is assimilated and placed in a network of
knowledge and skills that previously exist on the subject.
41
According Abbot, (2007) "As a result, we can say that learning is not
passive or objective, on the contrary, a subjective process that each
person is always transforming in light of their backgrounds."
In this process of active learning, the teacher gives up its role to the
student who takes the key role in their formation process.
It is the student himself who has to ensure the transfer of theory into
practice areas, located in real contexts.
Constructivism
To Schuman (2007) "it is based on the premise that each person builds
his perspective of the world around him through his experiences and
developed mindsets." (P. 2). Each student builds up his world.
To Jonassen (2007) "it is a theory that proposes that the learning
environment should support multiple perspectives or interpretations of
reality, knowledge building, based on rich experiences in context activities."
(P. 2)
Constructivism is based on Piaget‟s Psychogenetic Theory, Vygotsky's
sociocultural proposal, Ausubel‟s psycho-pedagogic position and the
Pedagogy of Paulo Freire.
They consider learning as a complex construction process based on
prior knowledge of the student. Among the educational premises of this
trend, described by Flores, O. (2007) and Diaz, H. (2007) are
A) The language is the mediator instrument in the construction
of cognitive structures.
B) Knowledge is the inner development of each. Therefore, all
perception is the result of interpretation.
C) Learning is an active process: students construct new ideas
based on their current and past knowledge.
D) The teaching of the student mental structure, recognizing
their thoughts and prejudices about their level of logical thinking and
specific skills. (p.20,21)
42
Constructivism focuses on the preparation of learning to solve
problems using prior knowledge.
SOCIOLOGICAL FOUNDATION
It can not exist a society if there is not a good education. The research
on teaching and society mainly refers to the relationship of education with
the needs of well-being and quality of life of the person, development and
progress of society and the challenges of the contemporary world in
function of the dynamism of scientific development and technological, such
as the expansion of socialization requirements and active participation in
civic life.
LEGAL FOUNDATION
According to LOEI:
CONSTITUCIÓN POLÍTICA DE LA REPÚBLICA DEL ECUADOR 2008
Art. 26.- La educación es un derecho de las personas a lo largo de su vida
y un deber ineludible del Estado. Constituye un área prioritaria de la
política pública y de la inversión estatal, garantía de la igualdad y todo el
concerniente e indispensable para el buen vivir. Las personas, las familias
y en general toda la sociedad en general tienen la obligación, derecho y la
responsabilidad de participar en esta labor de formación educativa.
Art. 27.- La educación se centrará en el ser humano y garantizará su
desarrollo holístico, en el marco del respeto en todos sus ámbitos y la
democracia; será participativa, obligatoria, intercultural, democrática,
incluyente y variada, de fraternidad; impulsará la equidad de género, la
justicia, la solidaridad y la paz; incentivara el sentido crítico, el arte y la
cultura física, la iniciativa individual y de la comunidad, y el desarrollo de
competencias y capacidades para crear y trabajar.
43
La educación es indispensable para el conocimiento, el ejercicio de los
derechos y la construcción de un país soberano, y constituye un eje
estratégico para el desarrollo nacional.
(LOEI) LEY ORGÁNICA DE EDUCACIÓN INTERCULTURAL
Art. 2.
Principios.- La actividad educativa se desarrolla prestando
atención a los siguientes principios generales, que son los
fundamentos filosóficos, conceptuales constitucionales que
sustentan, definen y rigen las decisiones y actividades en el ámbito
educativo.
Equidad e inclusión.- La equidad e inclusión aseguran a todas las
personas el acceso, permanencia y culminación en el Sistema Educativo.
Garantizan la igualdad de oportunidades todos los ciudadanos con
necesidades educativas especiales y desarrolla una ética de la inclusión
con medidas de acción afirmativa y una cultura escolar incluyente en la
teoría y la práctica en base a la equidad, erradicando toda forma de
discriminación.
Artículos sobre la niñez y juventud
Art. 37. Derecho a la educación.- Todos los jóvenes tienen derecho a una
educación de calidad. Este derecho demanda de un sistema educativo
que:
5. Que respete las convicciones de toda índole y de los mismos
niños, niñas y adolescentes. (…)
Art. 38. Objetivos de los programas educativos.- La educación general y
media asegurarán los conocimientos, valores y actitudes indispensables
para:
a) Desarrollar la personalidad, las aptitudes y todas sus capacidades
hasta su máximo potencial, en un entorno lúdico y afectivo;
44
b) Promover y practicar la paz, el respeto y libertades fundamentales, la no
discriminación, la tolerancia, y valorar todo lo relacionado al ser humano.
c) Prepararlo para ejercer una ciudadanía responsable, en una
sociedad libre, democrática y solidaria;
d) Orientarlo sobre la función y obligaciones de la familia, la equidad de sus
relaciones internas, la función de padres y la conservación de la salud;
e) Fortalecer el respeto a sus progenitores y maestros, a su propia identidad
cultural, su idioma, sus valores, a los valores nacionales y a todo
ciudadano y pueblos de su nación.
f) Desarrollar un pensamiento autónomo, crítico y creativo.
PRINCIPIOS Y FINES
Art. 2.- La educación se rige por los siguientes principios:
c) Es deber y derecho primario de los padres, o de quienes los representan,
dar a sus hijos la educación que estimen conveniente.
f) La educación se inspira en valorar los principios de nación, convivencia
política, justicia social, paz, defensa de los derechos humanos y está
abierta a todas las corrientes del pensamiento universal.
Art. 3.- Son fines de la educación ecuatoriana:
b) Desarrollar la capacidad física, intelectual, creadora y crítica del
estudiante, respetando su identidad personal para que contribuya
activamente a la transformación moral, política, social, cultural y
económica del país;
Organización y administración del sistema educativo
Art. 24.- La autoridad superior del ramo es el Ministro de Educación.
Sus atribuciones y deberes en el área de la educación son:
45
a) Desarrollar una política unitaria y definida, de acuerdo con los
principios y fines previstos en la Constitución y en esta Ley;
b) Aprobar los planes y programas que deben aplicarse a nivel
nacional o regional y velar por su cumplimiento.
De la orientación y bienestar estudiantiles
Art. 37.- El Ministerio de Educación planificará y ejecutará
obligatoriamente la orientación dentro de un criterio integral,
considerándola consubstancial al proceso educativo y como una acción
interdisciplinaria con responsabilidad participativa de la comunidad
educativa, conducida por profesionales especializados y desarrollada al
interior del currículum. Los servicios de bienestar estudiantil serán
aplicados de igual manera con criterio especializado para facilitar un
óptimo aprovechamiento de los recursos humanos, económicos y
materiales en el proceso educativo, dentro de un contexto social.
Código de nuestros jóvenes y adolescentes. Derechos
relacionados con el desarrollo
Art. 37.- Derecho a educarse.- Nuestros jóvenes tienen derecho a una
educación de calidad. Este derecho demanda que este sistema de
educación:
1. Garantice el acceso y permanencia de todo infante y joven a la educación
básica, así como del adolescente hasta que termine su carrera escolar.
2. Contemple propuestas educacionales flexibles y opciones para atender las
necesidades de todos los niños, niñas y adolescentes, con prioridad de
quienes son diferentes, laboren o vivan una situación que requiera
mayores oportunidades para aprender.
46
CHAPTER III
METHODOLOGY
METHODOLOGICAL DESIGN
The present study carried out at the Colegio Fiscomisional Don
Bosco of Guayaquil City, was executed based on qualitative methods,
in which an analysis and explanation of the causes of the problem was
made with the sole aim of demonstrating why the phenomenon occurs,
the conditions in which it is produced and the relationship between the
research variables; in addition from the data obtained, measured and
entered, was interpreted according to the particular circumstances
consulted and the research topic; and quantitative because the samples
were reduced in relation to the universe and determined by non-
probabilistic method to capture the most useful information for the
investigation.
The data obtained from the surveys was analyzed through an
analytical process, where the conclusions and recommendations are
adapted to a broad generalization.
TYPES OF RESEARCH
The kind of the investigation proposed a response to a feasible
project as it constitutes the development of a valid research that allows
offering a solution to problems of the educational reality supported on a
theoretical basis that serves the requirements or needs to seek playful
learning techniques for development of the ability to speak English in
eighth-grade students.
For its formulation was based on the activities of research that will
serve as a basis for the elaboration of the same.
47
Documentary Research
It facilitated the search of information in documents to base the
theoretical framework, allowing to analyze, the different approaches,
criteria, conceptualizations, conclusions and recommendations that
provided this type of information about the particular area of study.
For this kind of research, the investigators had to read theories,
jobs about how to design a methodological investigation and applied
them to this work.
Descriptive research
It served to describe the present reality in terms of facts, people and
situations, in addition collects the data on the theoretical basis,
summarizing the information carefully and then exposing the results, in
order to extract significant generalizations that contribute to the
investigation of the problem of what are the icebreakers techniques to
be used by the English teachers to develop the ability to make the
students speak this language for the Eighth Year of Basic General
Education of the Colegio Fiscomisional Don Bosco in Guayaquil.
Field investigation
It allowed the investigator to handle the exploratory, descriptive and
experimental data with more security creating a situation of control. This
kind of study does it effectively to get the real situations in which the
data have been achieved from the place where the phenomenon
occurs. The investigator had to do on-site investigation since it is
carried out on the site where the object of this study is located.
48
Propositional Research
Based on innovative ideas, the need to solve a problem at a local
and global level, which will allow the development of a strategic
research model whose purpose is to become a practical tool for the
development, strengthening, and maintenance of quality standards.
Based on this concept, the researchers' propositional goal was to
find and solve the problem observed in a classroom giving modern
ideas to the English teachers to apply them in their subject.
POPULATION AND SAMPLE
The population is defined as the set of all the individuals in which it
is desired to study the phenomenon.
At all times when it is not possible or convenient to carry out a
census, what we do is to work with a sample, meaning a representative
and adequate part of the population.
The people of this research is determined by 01 Authority, 20
teachers and 512 students of the educational establishment, while for
the sample, 40 people have been taken into account, distributed as
follows: 1 administrative staff, one teacher and 38 students in 8th
Course.
The mathematical formula that is applied to obtain the sample (n) is
for quantities greater than or equal to 100 individuals; the sample
motive for this study is small, we already know it, but we will also apply
the formula down under for future studies to be used with a larger
sample.
49
Extraction of the sample
N = Population or universe.
N = Sample.
E = Permissible error.
Allowable error range: 5%
n = _ _N__
(E)2 (N-1)+1
n = 533
(0,0025)(533-1) + 1
n = 229
CHART 1: DISTRIBUTION OF POPULATION AND SAMPLE
STRATUM
STAFF POPULATION SAMPLE
AUTHORITIES 1 1
TEACHERS 20 1
STUDENTS 512 38
TOTAL 533 40
Source: School’s Principal
50
CHART 2: OPERATIONALIZATION OF THE VARIABLES
VARIABLES DIMENSIONS INDICATORS
Rhymes
Linguistic games Riddles
Tongue Twisters
sociodrama of tales
Role Play sociodrama of dialogues
ICEBREAKERS sociodrama of historical
facts
ACTIVITIES
Word Pyramids
Word Games Puzzles
Hang Man
Strategies Games
Deduction Games
Rule games
Questions and answers
games
Accent Pronunciation
Intonation
ORAL
Words
Lexis
EXPRESSION Idiomatic Expressions
Grammar Verb tenses
Structure Use of modal
51
METHODS OF RESEARCH
In the development of the present investigation, the following methods will be
used.
The Analytical Synthetic Method
The analytic–synthetic Method (additionally called the analytic –synthetic
division) is a reasonable refinement, utilized principally in logic to recognize
recommendations (specifically, proclamations that are active subject– predicate
judgments) into two sorts: explanatory suggestions and manufactured
suggestions
Allowed to break down the information and decompose it into its parts, to
achieve the understanding and explanation of the problem, determining its
causes and effects, showing the exact size of the population and drawing valid
conclusions and useful recommendations.
The descriptive method
The detailed investigation is utilized to portray qualities of a populace or
phenomenon being considered. It doesn't answer inquiries concerning
how/when/why the conditions happened. Or maybe it addresses the "what"
address. The qualities used to depict the circumstance or populace are usually
some sorts of scheme plan otherwise called classifications.
Based on the observation served to describe the problem as presented in the
reality of the institution investigated, allowing a contextual view of the
52
problem and place of investigation in time and space, also supported to explain
Detailed form about the techniques to develop the ability to speak in English.
The Deductive Method
It is a technique for thinking by which reliable applications or results are
deducted from general standards or hypotheses are reasoned from definitions
and proposes.
It was used for the development of the theoretical framework and analysis of
diagnostic results. Making it possible to discover, analyzing and to systematizing
the performance to make generalizations for the problem, it was used for the
interpretation of results, conclusions and recommendations focused on the
proposal.
The Statistical Method
Data collection involves deciding what to observe to obtain information
relevant to the questions whose answers are required and then making the
observations. Sampling means the choice of a sufficient number of observations
representing an appropriate population.
Statistical strategies Methods of gathering, compressing, analyzing, and
interpreting variable numerical information. Measurable techniques can be stood
out from deterministic strategies, which are proper where perceptions are
precisely reproducible or are thought to be so.
Information collection includes choosing what to see keeping in mind the end
goal to get data pertinent to the inquiries whose answers are required,
53
and after that mentioning the objective facts. Inspecting includes the decision
of an adequate number of perceptions representing to a chosen populace.
It was used using the quantitative and percentage analysis of the
information in the calculation in the field of the investigation since after the
compilation, grouping, and tabulation of data we proceeded to summarize the
information through tables, graphs and in written form, with which the
conclusions will be structured
TECHNIQUES AND INSTRUMENTS
The survey
A field of connected measurements, it studies the examining of individual
units from a populace and the related research information accumulation
strategies, for example, poll development and techniques f or enhancing the
number and precision of reactions to overviews.
As the methods depend on the sources of information, the primary data
collection method was the survey that allows obtaining data from the
respondent without pressure or any intervention of the interviewer and as a
questionnaire instrument. This approach was applied to collect information on
playful learning techniques to develop the ability to speak in English.
A questionnaire with open affirmative statements was designed to
operationalize the individual variables and indicators in the different items.
The interview
These instruments will be designed with two formats and recipients for the
English teacher and students; the surveys will be applied, an analysis
54
each of the research tools was done to tabulate the data recorded in
the polls.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y
CIENCIAS DE LA EDUCACIÓN LICENCIATURA
EN LENGUAS Y LINGUISTICA
INTERVIEW TO THE PRINCIPAL
1. Why do you consider the English teaching very important nowadays?
2. Are you agree with the load time for this subject ordered by the Ministerio
de Educacion?
3. Do you believe that the implementation of this project by the researchers
will be of a great help to the students?
4. As the director of this establishment, do you arrange for English-speaking
teachers to take advantage of this project and continue to do so in the
classroom?
5. Do you agree that other subjects are taught in English?
55
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS
DE LA EDUCACIÓN LICENCIATURA EN LENGUAS
Y LINGUISTICA
INTERVIEW TO THE ENGLISH TEACHER
1. Do you use icebreakers at the beginning of your class?
2. Is there a process of interaction between the teacher and the
student?
3. Is there a favorable environment at the moment of the English class?
4. Is speaking practiced during class time?
5. Would the use of an English lab assist the development of
communication?
6. Are students afraid to speak English?
56
STUDENTS SURVEY
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN LICENCIATURA EN LENGUAS Y
LINGUISTICA
Objetivo de la encuesta:
Recolectar información válida que nos permita obtener datos para tomar decisiones en la
solución del problema de la motivación en el aprendizaje de la asignatura de
Emprendimiento y Gestión en tercer año de bachillerato.
Instrucciones para contestar de manera correcta las preguntas:
Lea detenidamente el cuestionario.
No se admite enmiendas ni borrones. ❖ Marque con X donde considere correcta su opinión.
1) Strongly agree 3) Indifferent 5) disagree
2) Agree 4) Strongly disagree
No. STATEMENTS 1 2 3 4 5
1) The games must be
exciting to facilitate the oral
2) Students like to play as a
way
3) The use of games
helps the learners to improve
4) The learners understand the
games played in
5) The learners understand
instructions in English given
by the teacher.
6) The oral expression becomes
easy using games. 7) Students use audio visual aids to
practice oral expression.
8) The teacher plays
games to practice speaking.
9) The teacher uses flash cards,
videos or pictures to explain
10) It is essential that English
books must have ludic games
57
CHART 3: RESULTS OF THE SURVEYS TO THE STUDENTS
No. STATEMENT STRONGLY
AGREE INDIFFERENT
STRONGLY TOTAL
AGREE DISAGREE
DISAGREE
1 The games must be 11 15 1 5 6 38 exciting to facilitate the oral
expression learning process.
2 Students like to play as a way 18 11 0 5 4 38 of learning.
3 The use of games 17 13 1 4 3 38 helps the learners to improve
the oral expression.
4 The learners understand the 10 9 0 15 4 38 games played in
class.
5 The learners understand 5 6 0 20 7 38 instructions in English given
by the teacher.
6 The oral expression becomes 17 12 2 6 1 38 easy using games.
Students use audio visual aids 7 to practice oral expression. 1 1 1 25 10 38
8 The teacher plays 3 4 1 13 17 38
games to practice speaking.
9 The teacher uses flash cards, 5 8 1 14 10 38 videos or pictures to explain
the class.
10 It is essential that English 18 13 2 3 2 38 books must have ludic games
to play and learn.
58
ANALYSIS OF RESULTS
Statement 1. - The games must be exciting to facilitate the oral expression learning process
CHART Nº 4
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 11 28,95
AGREE 10 26,32
INDIFFERENT 1 2,63
STRONGLY DISAGREE 10 26,32
DISAGREE 6 15,79
TOTAL 38 100,00
Source: Survey
GRAPHIC No. 1
16% 29% STRONGLY AGREE
AGREE 26%
UNDECIDED
26% STRONGLY DISAGREE
DISAGREE
3%
Analysis
With the reports of these results, it can be said that 28.95% of the students
surveyed are strongly agreed with the statement that the use of icebreakers
activities have to be interesting and this kind of games will help them to improve
their oral expression. Almost the same amount of students are disagree with this
statement. It is thought that this happens because there are some reasons,
59
one of them they do not understand English, or they do not like this language or
those students come from the school where they never learn this subject.
Statement 2: Students like to play games as a way of learning.
CHART 5
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 18 47,37
AGREE 11 28,95
INDIFFERENT 0 0,00
STRONGLY DISAGREE 5 13,16
DISAGREE 4 10,53
TOTAL 38 100,00
Source: Survey
GRAPHIC 2
11%
0% 13% STRONGLY AGREE 47%
AGREE
UNDECIDED
29% STRONGLY DISAGREE
DISAGREE
Analysis
The result obtained shows that 67% of the students concur that almost all the
games are fun and exciting, as we know, children like to play while 23% of them
do not like to play games in English because they think it‟s hard to understand.
60
Statement 3: The use of games helps the learners to improve the oral
expression.
CHART 6
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 17 44,74
AGREE 13 34,21
INDIFFERENT 1 2,63
STRONGLY DISAGREE 4 10,53
DISAGREE 3 7,89
TOTAL 38 100,00
Source: Survey
GRAPHIC 3
8%
3% 10%
45% STRONGLY AGREE
AGREE
UNDECIDED
34% STRONGLY DISAGREE
DISAGREE
Analysis
For this statement, most of all the surveyed learners said that this strategy
would push them to speak English in class, they mostly agree that this approach
will help them to improve this skill.
The students also commented that they would be very comfortable if the
teacher changes his strategy.
61
Item 4: The learners speak English in class.
CHART 7
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 1 2,63
AGREE 1 2,63
INDIFFERENT 0 0,00
STRONGLY DISAGREE 35 92,10
DISAGREE 1 2,63
TOTAL 38 100,00 Source: Survey
GRAPHIC 4
Analysis
For this statement, the results is almost negative. As we can notice, 95% of the
pupils surveyed think they are not motivated to speak English in class because
the teacher does not makes them practice this skill. As we can notice he does not
apply any real strategy, and the class becomes boring.
62
Statement 5: The learners understand instructions in English given by the
teacher.
CHART 8
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 5 13,16
AGREE 6 15,79
INDIFFERENT 0 0,00
STRONGLY DISAGREE 20 52,63
DISAGREE 7 18,42
TOTAL 38 100,00
Source: Survey
GRAPHIC 5
18% 13%
16% STRONGLY AGREE
AGREE
UNDECIDED
0% STRONGLY DISAGREE 53%
DISAGREE
Analysis
The results obtained show us that the 72 % of the apprentices do not
understand the guides given by the teacher while 28% of the surveyed learners
said that they know the mimics or words teacher says in class. Most of them, we
realize, do not want to make any effort to learn this language because they are
not motivated.
63
Statement 6: The oral expression becomes easy using games
CHART 9
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 17 44,74
AGREE 12 31,58
INDIFFERENT 2 5,26
STRONGLY DISAGREE 6 15,79
DISAGREE 1 2,63
TOTAL 38 100,00
Source: Survey
26%
GRAPHIC 6
13%
STRONGLY AGREE 21%
AGREE
UNDECIDED STRONGLY DISAGREE
37% DISAGREE
3%
Analysis
76% of the learners believe that playing games will help them to learn this
language and will be able to speak English, not as a native does, but they could
be understood and understand what others say as well.
64
Statement 7: Students use audio visual aids to practice oral expression.
CHART 10
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 1 2,63
AGREE 1 2,63
INDIFFERENT 1 2,63
STRONGLY DISAGREE 25 65,79
DISAGREE 10 26,32
TOTAL 38 100,00
Source: Survey
GRAPHIC 7
2% 3% 3% STRONGLY AGREE
26% AGREE
UNDECIDED
66% STRONGLY DISAGREE
DISAGREE
Analysis
91% of the surveyed students say that the instructor never uses devices to
help them to watch videos or sing to practice speaking in English for the learning
process, while 6% of them say that the tutor rarely does. 3% do not answer.
65
Statement 8:.The teacher uses modern games to practice speaking.
CHART 11
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 3 7,89
AGREE 4 10,53
INDIFFERENT 1 2,63
STRONGLY DISAGREE 13 34,21
DISAGREE 17 44,74
TOTAL 38 100,00
Source: Survey
GRAPHIC 8
8%
10% 3%
45% STRONGLY AGREE
AGREE
UNDECIDED
34% STRONGLY DISAGREE
DISAGREE
Analysis
79% of the students does not agree with this statement, they do not feel
happy, and of course, they do not learn. They believe the class becomes
annoying. Seven students out of 38 think they play modern games in class.
66
Statement 9:. The teacher uses flash cards, videos or pictures to explain
the class
CHART 12
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 5 13,16
AGREE 8 21,05
INDIFFERENT 1 2,63
STRONGLY DISAGREE 14 36,84
DISAGREE 10 26,32
TOTAL 38 100,00
Source: Survey
GRAPHIC 9
13% 26%
STRONGLY AGREE 21%
AGREE
UNDECIDED
STRONGLY DISAGREE 37%
DISAGREE 3%
Analysis
Most of the students, 63%, said that the teacher never uses this kind of
materials to make them talk in English to enhance their English speaking level
with the daily practice of this language, while the rest of the surveyed learners are
agreed with the teaching technique.
67
Statement 10: It is essential that English books must have ludic games to
play and learn.
CHART 13
ALTERNATIVES FREQUENCY PERCENTAGE %
STRONGLY AGREE 28 73,68
AGREE 8 21,05
INDIFFERENT 2 5,26
STRONGLY DISAGREE 0 0,00
DISAGREE 0 0,00
TOTAL 38 100,00
Source: Survey
GRAPHIC 10
0% 0%
5%
21% STRONGLY AGREE
AGREE
UNDECIDED
74% STRONGLY DISAGREE
DISAGREE
Analysis
All the surveyed students agree with this statement. They think that the
modern English books must have games to be played or performed among their
classmates. They believe that it is a perfect way of learning.
68
Chi-Square Analysis
This analysis was applied to two statements taken from the survey and
related to the variables to establish a relationship between them.
As we can notice, the results of this analysis between these two variables
indicate that the difference is less than 0,5%, this means that there is a
relationship between the independent and the dependent variables.
69
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
1.- Considering the results of the chapter we conclude that teachers still use the
traditional methodology to teach English.
2.- The strategies employed by the teachers, in a vast majority of the occasions
do not allow the student to have an active attitude, which causes that the matter
of English is not more relevant and sometimes annoying
3.- There is no interaction between the teacher and the student, so there is no
adequate learning environment.
4.- Students only handle the most non-productive receptive skills, so students
are afraid to speak in public, as they are not afraid to express themselves in
front of other people, for fear of being wrong in what they say.
Recommendations
1.- It is necessary to demonstrate the results of the research to train teachers, in
a new working methodology to teach English, since there are new forms of
teaching and learning, such as the use of icebreakers, games, role plays
debates, oral projects, reports, tongue twisters, spellings among others.
2.- The use of oral strategies will allow English classes to be innovative and not
become a routine, since in many cases only with the utilization of a text does not
allow to develop the productive-receptive abilities of English, and that causes
the English class becomes unpleasant.
70
3.- The use of motivations routines to start an hour class is indispensable, to
manage a warm working environment, both for the student and for the teacher,
since it allows the development of openness of acquisition of commitment in
learning and the society.
4.- Using adequate and dynamic oral strategies like the icebreakers do to learn
English will allow the correct teaching-learning process students need to develop
in other circumstances where they have to apply the English language, and there
is a true performance to gather the productive-receptive skills.
5.- Therefore, it is recommended and necessary the development of a proposal
that contains oral strategies for the teaching of English like the icebreakers
strategy among others to allow the development of oral skills and achieve the
primary objective when a person learns a new language and the students feel
motivated to learn it.
71
CHAPTER IV
THE PROPOSAL
THE DESIGN OF A BOOKLET WITH ICEBREAKERS ACTIVITIES TO IMPROVE THE ORAL EXPRESSION IN THE STUDENTS
OF EIGHTH GRADE OF BASIC EDUCATION AT THE COLEGIO FISCOMISIONAL
DON BOSCO IN GUAYAQUIL.
JUSTIFICATION AND IMPORTANCE
Taking into account the research, the surveys and interviews done,
these icebreakers manual is elaborated due to the necessity of the use of
play activities by teachers in the English area, which has generated that
students in the Eight Grade of Basic Education at Colegio Fiscomisional
Don Bosco, do not show interest nor motivation to learn the English
language, classes have become repetitive and monotonous. For this
reason, this research seeks to improve and optimize the English language
learning through the use of games like the icebreakers activities do.
This manual is focused on encouraging teachers to use icebreakers
activities in their class hours to help children learn in an efficient,
participative and fun English language.
The proposal has an enormous educational value and must be present
in the different stages of the learning processes of students. For this
reason, this icebreakers guide seeks to improve the quality of English
language learning by creating an atmosphere of motivation and interest in
the classroom.
Research related to the importance of icebreakers activities shows that play
72
is a right detonator of learning. This manual seeks to facilitate the work of
teachers, as it is a support tool that will fulfill them with a variety of games
that will help their classes to be more dynamic and useful and will also
facilitate the apprentices' learning because through the games will
efficiently and actively learn content that is taught according to their age
and will allow them to understand and express themselves correctly in
English.
The purpose of this set of play activities is to help both teachers in the
English area and students with creative and productive games and also for
teachers to make sound decisions about the role of play activities in the
classroom to achieve and raise expression, oral communication of the
students through them.
At present, the great importance of learning the English language
around the world arises the need to communicate efficiently, the same
which is one of the most talked about and constitutes a universal
language. Now speaking in English is a requirement and an indispensable
necessity.
For this reason, it is important that the students develop their level of
oral expression, thus communicating verbally with society, for it has been
designed a set of playful activities.
The play activities help develop the classes in interactive and enjoyable
ways allowing students to become interested in English classes, achieving
adequate results.
The intention of this document is to assist mainly as a broad
introduction for teachers of the English Area of the Colegio Fiscomisional
Don Bosco, who wish to have a well-documented overview of the
characteristics and possibilities of play activities in the development of oral
expression. Therefore, its language tries to be
73
transparent and accessible, also using the different technological aids for
this purpose.
The strategies applied in this project have been designed for those
teachers who work in the teaching of a foreign language, in this case, the
English, to put it in practice in the students of the 8th grade of E.G.B. of the
Colegio Fiscomisional Don Bosco of Guayaquil City.
As teachers, we should look for the way to treat to accommodate
the strategies and skills towards the students‟ realities.
When in a classroom, a teacher makes a traditional and obsolete
methodology of conventional and outdated competition, the motivational
results in the foreign language subject, continues to be a failure, therefore
school performance will be translated in little qualifications, being irregular
and of concern for the own student as the educational authorities of the
educational establishment, such will be of great concern for their parents or
representatives.
OBJECTIVES
GENERAL OBJECTIVE
To present a booklet to the educational community containing the
application of active, motivating strategies to break the ice with educational
games in class to enhance the oral expression of students in the foreign
language subject.
SPECIFIC OBJECTIVES
To determine the activities the students will do through the didactic guide
74
To identify the adequate exercises according to the pupils' necessities.
To evaluate if they have gotten a new knowledge correctly.
THEORETICAL ASPECTS
Pedagogical aspect
The pedagogy is a process of education very important and interesting
in which teachers and students are involved.
When this project was begun, the researchers' goal was to create a
positive learning process where it had to be dynamic and participative.
Besides, it involves the prospect of increasing human abilities through a
logical process to develop the productive and the receptive skills. Thus, the
teacher is only a facilitator, a guide, and the learner is who constructs the
knowledge.
Psychological aspect
When applying a new teaching-learning process like the icebreakers
activities, it is necessary to take into account their characteristics and the
students' behavior because they have different needs interests and likes.
Sociological aspect
It means that there must be or must be created a favorable environment
for the teaching-learning process where the learners are exposed to
various changes taking into account different learning styles and different
behaviors.
Legal aspect
For the realization of this project, the researchers requested the
necessary authorization to the managers of the campus in which it was
indicated the objectives and aims to be achieved by work in class with
75
the students, and at the same time, this activity would be beneficial for the
teachers of this educational center.
The authorities of the campus provided all the necessary support for this
project to be carried out, they were always supporting this research, and as
a result, it was completed.
We have worked following the norms issued by the European Common
Frame for the teaching of the English language, rules that refer to the levels
that must be followed according to the knowledge of the apprentices.
This project is also based according to the Superior Ecuadorian
Education Law, which says:
“Art.350.- El sistema de educación superior tiene como finalidad la
formación académica y profesional con visión científica y humanística; la
investigación científica y tecnológica; la innovación, promoción, desarrollo
y difusión de los saberes y las culturas; la construcción de soluciones para
los problemas del país, en relación con los objetivos del régimen de
desarrollo”.
FEASIBILITY
The proposal is feasible because it counts with the support and help of
the whole educational community, and the most important, this proposal
counts with the total support of the students, since they want to learn this
language in a different and in a fun way.
The authorities never denied their help and assistance for every moment
the researchers needed it.
76
HUMAN, MATERIAL AND FINANCIAL RESOURCES
This proposal is feasible to execute because it is structured on a
model basis, technical, methodological strategies required.
The place where it is being developed is known in the physical, social and
cultural sphere in the neighborhood, besides the institution counts on
adequate facilities to give courses, workshops, seminars and talks to groups
both large and small, thus facilitating the holding of talks and workshops to
parents and teachers, also has the support of facilitators specialized in
technological issues that contribute to the institution and has the help of
authorities, teachers predisposition and positive attitude of boys and girls.
The Institution counts with its photocopy machine, a computing
laboratory, tv sets and some projectors that will help to develop this
proposal.
The economic resources were covered by the researchers because they
had to use transport, copies, markers, snacks, cardboards, glue, colored
pencils and all the necessary stuffs to end this project successfully.
DESCRIPTION OF THE PROPOSAL
This plan will be implemented at Colegio Fiscomisional Don Bosco in
Guayaquil City for the 8th
grade students of General Basic Education, who
present difficulties at the moment of transmitting spoken ideas.
The content of this proposal has been chosen according to the
students' necessities, and to be applied when the teacher needs them.
77
The booklet presented to the teacher consists of sixteen lesson or
games to be performed with the students. These activities will help to
improve the oral expression of the students of this school.
Conclusion
Recognizing that games are an important part of children's education, they
are transcendental in the educational process within the classroom, bringing
personal and professional satisfactions.
After an analysis of the interviews and the survey developed with the
students and the interviews to the teacher and director, it is important to
indicate that the icebreakers games to be implemented in the students'
learning will be indispensable for their development.
The planning of the classes with icebreakers activities and the
implementation of an English Lab is a fundamental part of the learning,
making easier the process of getting a new knowledge.
When game activities are performed, students feel very comfortable
because they exchange their ideas and leadership independently,
decreasing levels of anxiety and stress. Game activities not carried out
during the work week make them feel unmotivated to execute their daily
English work.
The teacher agrees with the proposal presented because he noticed
that it has good topics to be played in class and for this reason it will
arouse the learners‟ interest to get more from this subject.
78
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Burns, A. (2011). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Cardenas, M. (2009). Helping students develop speaking. Profile, 8-16.
Cardenas, M. (2013). Responding to children's learning styles. (How, Ed.) Recuperado el 2016
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Cazden, C. (2013). Classroom discourse. Portsmouth, New Hampshire, USA: Heinemann.
Cohen, L. &. (2010). Research methods in education. London: Routledge.
Davies, M. (2008). Learning...The beat goes on.
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Dorney, Z. (2012). Motivational strategies in the English classroom. Cambridge University Press.
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Hall, J. &. (2013). Second and foreign language learning through classroom interaction. New Jersey: Mahwah.
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Nunan, D. (2007). Understanding language classroom. New York: Prentice Hall.
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Referencies Dennick, R. (2010). Small Group Teaching: Tutorials, Seminars and beyond.
Diaz, L. (2012). Thesis: Games in EFL: A handbook for children, adolescent, and adults.
Doctoroff, S. (2011). Not another icebreaker. Longman.
Hadfield, J. (2013). Beginners' communication games. Cambridge University Press.
Jolly, Y. (2011). The use of games in teaching foreign languages. Modern Language. Lems, K. (2012). Using games in the adult ESL classroom. Chicago: National Louis University.
Monsalve, S. &. (2012). Children's oral communication: An explanatory study. Profile, Issues in Teachers' Professional Development, 131-146.
Urgiles, M. (2013). Games to enhance oral proficiency.
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ANEXX
1
DOCUMENTS
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LICENCIATURA
EN LENGUAS Y LINGUISTICA
Objetivo de la entrevista:
Recolectar información válida que nos permita obtener datos para tomar
decisiones en la solución del problema presentado.
INTERVIEW TO THE ENGLISH TEACHER
1. Do you use icebreakers at the beginning of your class?
Not usually. The time class is too short and we must comply with the plan
already established.
2. Is there a process of interaction between the teacher and the
student?
The basic process we carry out is only guided by the book designated for
the subject. We only follow the book instructions.
3. Is there a good environment at the moment of the English class?
Not usually. There are some factors that change students‟ behavior at the
moment of the class. For instance, the English class comes after the P.E.
class, so the students are tired, sweating, etc.
4. Is speaking practiced during class time?
Not really, there is a failure that comes from previous years. They can‟t
have even a short dialogue. We are scheduled to teach only two hours a
week, so it is difficult to practice all the skills we need.
5. |Would the use of an English lab assist the development
of communication?
Certainly there is a computer laboratory in this school, but we do not use it
because our principal has not scheduled the english class to use that
laboratory.
6. Are students afraid to speak English?
Yes, they are. They do not know enough grammar rules and vocabulary to
have even a short dialogue. They feel shy when they try to say something
in english and they do not want other students to have fun on them.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN LICENCIATURA EN LENGUAS Y LINGUISTICA
Objetivo de la entrevista:
Recolectar información válida que nos permita obtener datos para tomar
decisiones en la solución del problema presentado.
ENTREVISTA AL PROFESOR DE INGLES
1. Utiliza Ud. los “icebreakers” al inicio de clase?
Usualmente no. El periodo de clase es muy corto y nosotros debemos cumplir con la
planificación ya establecida.
2. Existe un proceso de interacción entre el profesor y el alumno?
El proceso básico que llevamos a cabo es solamente guiado por el libro designado
para la materia. Nosotros solamente seguimos las instrucciones del libro.
3. Existe un buen ambiente al momento de la clase de Ingles?
Usualmente no. Existen algunos factores que modifican la conducta del
estudiante. Por ejemplo, la clase de inglés empieza después de la clase de
Educación Física, por lo tanto los alumnos están cansados, sudados etc.
4. Se habla Inglés durante la clase?
No realmente, existe una falla que viene de años anteriores. Ellos no pueden ni
siquiera mantener un dialogo corto. Nuestra carga horaria es de dos horas y se nos
complica practicar todas las habilidades que necesitamos.
5. El uso del un laboratorio de Ingles ayudaría a desarrollar la
comunicación?
Ciertamente hay un laboratorio de computación en este colegio, pero no lo usamos
porque nuestra directora no ha puesto en el horario el uso del mismo.
6. Los estudiantes sienten temor de hablar en Ingles?
Si. Ellos no saben suficiente reglas gramaticales y vocabulario para mantener un corto
dialogo. Ellos se sienten tímidos cuando tratan de decir algo en inglés y no quieren que
otros alumnos se burlen de ellos.
UNIVERSIDAD ESTATAL DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION ESCUELA DE
LENGUAS Y LINGÜÍSTICA
ENTREVISTA AL DIRECTOR
1. Por qué Ud. considera la enseñanza del Inglés muy importante en
estos días?
Yo pienso que no solo de estos días, de hecho siempre lo ha sido ya que
es un idioma a nivel mundial que sirve para comunicarse entre personas
que hablan diferentes idiomas, además el comercio se mueve a través del
inglés, catálogos, revistas técnicas etc., nos llegan en ese idioma.
2. Esta Ud. de acuerdo en la carga horaria que dispone el Ministerio
de Educación para esta materia?
No, yo creo que se necesitan muchas más horas para ver resultados. Con
una carga horaria muy baja, el alumno solo alcanza a llenar espacios vacíos
en un libro, no se puede alcanzar a perfeccionar las cuatro habilidades
esenciales para un buen aprendizaje. Vemos en colegios de renombre, que
la carga horaria está repartida en otras materias para que sean dadas en
Ingles.
3. Cree Ud. que la implementación de este trabajo realizado por los
investigadores será de gran ayuda para el alumnado?
Por supuesto que sí. Estuve en el aula observando cómo se llevaba a cabo
esta investigación y pude observar que los alumnos estaban motivados y
me encanto ver como se expresaban o trataban de hacerlo en inglés. Es
un buen comienzo.
4. Ud. como director de este establecimiento dispondrá a los
profesores del área de inglés que aprovechen este trabajo y lo sigan
realizando en el aula?
Claro, me gustó mucho y vi resultados. Para el próximo año lectivo, me
reuniré con ellos y les repartiré el manual que nos están dejando los
investigadores y a la vez, que ellos sigan incrementando estos icebreakers.
5. Esta Ud. de acuerdo en que otras materias sean impartidas en
idioma Ingles?
Por supuesto, aunque no hay en el País libros ecuatorianos en ingles sobre
estas materias, veremos la forma de cómo abrir un espacio de tiempo para
que dentro de esas materias tales como Estudios Sociales, Ciencias
Naturales, se las de en inglés.
UNIVERSIDAD ESTATAL DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION ESCUELA DE LENGUAS
Y LINGÜÍSTICA
SURVEY TO THE STUDENTS
No.
STATEMENTS
STRONGLY
AGREE
AGREE
INDIFFERENT
STRONGLY
DISAGREE
DISAGREE
TOTAL
1 The games must be
interesting to facilitate the
oral expression learning
process.
2 Students like to play as a
way of learning.
3 The use of games help the
learners to improve the oral
expression.
4 The learners understand
easily the games played in
class.
5 The learners understand
instructions in English given
by the teacher.
6 The oral expression
becomes easy using games.
7 Students use audio visual aids
to practice English
8 The teacher uses modern
games to practice speaking.
9 The teacher uses flash
cards, videos or pictures to
explain the class.
10 It is very important that
English books must have
ludic games to play and
learn.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN COORDINACIÓN
GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS SISTEMA SEMIPRESENCIAL
EXTENSIÓN GUAYAQUIL
CONCORDANCE OF THE EMPIRIC OBSERVATION
APELLIDOS Y NOMBRES DEL ESTUDIANTES:
COELLO CHIRIBOGA HECTOR ALFONSO
ESPECIALIZACIÓN: LENGUAS Y LINGUISTICA AÑO QUE EGRESÓ: 2016
EMAIL: [email protected] TELÉFONO: 0999604396
DISTRITO: XIMENA2 ZONA: 8 CIRCUITO: 09D02C01
APELLIDOS Y NOMBRES DEL ESTUDIANTES:
SORIANO MUÑOZ CHIRISTIAN IVAN
ESPECIALIZACIÓN: LENGUAS Y LINGUISTICA AÑO QUE EGRESÓ: 2016
EMAIL: [email protected] TELÉFONO: 09982961323
DENUNCIA DEL TEMA DE INVESTIGACIÓN
ASPECT CONCORDANCE
RESEARCH TITLE The influence of the use of the icebreakers activities as a ludic strategy to improve the oral expression in the students of eighth grade of general basic education at the Colegio Fiscomisional Don Bosco in Guayaquil.
PROPOSAL: THE DESIGN OF A BOOKLET WITH
ICEBREAKERS ACTIVITIES.
CONFLICT SITUATION The researchers noticed that there was a deficiency in the speaking area. Students do not remember many basic words learned the previous classes or last school years, and they also are ashamed when pronouncing words because they do not want their classmates to have fun on them.
SCIENTIFIC FACT The English teachers do not develop speaking skills on the
students of 8th grade at Colegio Fiscomisional Don Bosco
Zone 8, Distrito Ximena 2 Provincia del Guayas, Canton
Guayaquil, Parroquia Ximena in the 2016-2017 academic
year.
CAUSES Motivation on students are poor because teachers are
not updated with some new activities which are been
actually applied like icebreakers
Students are not able to express themselves orally in
English because their English teachers have not been
working in that specific area.
Modern methodological strategies like icebreakers are
not used in classrooms because teachers do not have the
didactic material for that issue.
Students are not confident with themselves in the oral
expression because they feel ashamed with their oral
pronunciation.
Icebreakers activities through games are not developed
by the teachers observed because their planning time is
too short to apply it.
PROBLEM FORMULATION What is the incidence of applying a booklet with
icebreakers activities to improve the oral expression in the
students of 8th grade at Colegio Fiscomisional Don Bosco
Zone 8, Distrito Ximena 2 Provincia del Guayas, Canton
Guayaquil, Parroquia Ximena in the 2016-2017 academic
year?
RESEARCH OBJECTIVES
GENERAL OBJECTIVE To identify which are the best icebreakers activities to
improve the oral expression in the students under
investigation.
SPECIFIC OBJECTIVE To demonstrate through a field research how
icebreakers activities improve the oral expression.
To determine what kind of educational games using the
icebreakers techniques are suitable taking into account
their level.
To suggest a booklet for the English teachers with some
icebreakers activities.
JUSTIFICATION
This project is suitable to be developed because it will identify concretely the importance of the use of games activities like icebreakers in the process of teaching and learning, for this project, the oral expression. This investigation is based on the legal framework for education established in the LOEI (Organic Law of Intercultural Education) and BUEN VIVIR laws already issued.
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
Guayaquil, 23 de Junio del 2016
Arq.
Silvia Moy-Sang Castro Msc.
Decana de la Facultad de Filosofía
Letras y Ciencias de la Educación
Ciudad.-
De nuestras consideraciones:
HECTOR ALFONSO COELLO CHIRIBOGA con cedula de identidad 0907855670 y CHRISTIAN
IVAN SORIANO MUÑOZ con cedula de identidad 0918234840, egresados de la carrera de
LICENCIATURA EN LENGUAS Y LINGÜÍSTICA, Centro de Estudios Guayaquil, modalidad
SEMIPRESENCIAL, del periodo lectivo 2016-2017, hemos finalizado la Unidad de Titulación en el
grupo A.
Nos dirigimos a Ud. para solicitar la revisión y aprobación de nuestro tema para el
proyecto de titulación para continuar con al elaboración del mismo:
TOPIC: The influence of the use of the icebreakers activities as a ludic strategy to
improve the oral expression in the students of eighth grade of general basic education
at the Colegio Fiscomisional Don Bosco in Guayaquil.
PROPOSAL: THE DESIGN OF A BOOKLET WITH ICEBREAKERS ACTIVITIES.
Tema que ha sido elaborado bajo el criterio de la Unidad Curricular de Titulación.
Por la atención que se dé a la presente, quedamos de Ud. muy agradecidos.
Atentamente,
Hector Coello Chiriboga Christian Soriano Muñoz
Guayaquil, 02 de Agosto del 2017
Sra. Arq.
Silvia Moy-Sang Castro
Decana de la Facultad de Filosofía, Letras y Ciencias de la Educación
Ciudad.-
De nuestras consideraciones
Por medio de la presente, nosotros HECTOR ALFONSO COELLO CHIRIBOGA con C.I. #
0907855670 y CHRISTIAN IVAN SORIANO MUÑOZ con
C.I. # 0918234840, egresados de esta Facultad de la Carrera de Lenguas y
Lingüística, Sistema Semipresencial año 2016, solicitamos muy
respetuosamente se nos asigne fecha y hora de sustentación para exponer
nuestro proyecto educativo.
Tema: Influencia del uso de actividades con ICEBREAKERS como estrategia
lúdica para mejorar la expresión oral en los estudiantes de 8vo grado de
educación básica en el Colegio Don Bosco en Guayaquil.
Propuesta: Diseño de un “booklet” con actividades de icebreakers.
Tutor: Mr. Larry Torres Vivar, Mcs.
Por atención que se digne dar a la presente, de Ud.
Atentamente,
Héctor Coello Chiriboga Christian Soriano Muñoz
ANEXX
2
EVIDENCES
THE PRINCIPAL PARTICIPATES WITH THE STUDENTS
TUTORING SESSIONS WITH MR. LARRY TORRES MSC.
GIVING THE BOOKLET TO THE PRINCIPAL
GIVING THE BOOKLET TO THE PRINCIPAL
1
LET’S TALK IN ENGLISH!!!!!
BOOKLET
AUTHORS:
HECTOR COELLO CHIRIBOGA
CHRISTIAN SORIANO MUNOZ
2
INTRODUCTION
To the Teacher
This is a booklet for teachers who wish to create a classroom environment enjoyable for both students and teachers.
We began with the question, “Who is the most important person in the classroom?”, and answered, “The student is the most important person, because the university and the teacher are there to serve the student‟s need to learn, just as the hospital is there to treat the patients, or the police to protect the security of the citizens.”
Ironically, however, institutions can end up serving the purposes of those who run them so an imbalance is created that downplays the rights of those to be served. Teachers should always remember this and try to look at their classes from the student‟s point of view. In short, we need to do what the students need and not make them do what we need.
Unfortunately, until the end of the twentieth century, classrooms in
Ecuador, and elsewhere throughout the world, were teacher - dominated and teacher-centered. This is changing now, we must change strategies and ways of teaching guiding the students construct their own knowledge.
Let‟s look at what students of English as a foreign language need. First of all, they need to develop the four basic skills of listening, speaking, reading and writing, but they also need to practice in such skills in a way that makes them :
• Think independently
• Be creative
• Follow their inspiration and interest
• Learn what they want to know
• Learn how to find information
• Learn to do their own research
• Learn to report their findings
• Learn to present their ideas to others
• Learn to communicate conclusions
3
• Learn to take pride in their achievements
• Learn to develop personal responsibility
• And how to continue to develop said skills,
in a way that will make them successful in their careers and lives. “Learn” is something the student does for him/herself, while “Teach” is something the teacher does to the students.
Nowadays in this age of progress the teacher has to come down from his
pedestal at the front of the room to interact with the individuals in the class, “on the level” to use and English idiom. What should happen, then, is that they become partners in progress, and the students should show greater willingness to participate if they feel it is their class rather than the teacher‟s.
The teacher should not have sole-ownership of the class. Instead, it
should be a joint-venture in which the teacher helps the students in a constructive way to learn what they feel they need.
This is certainly better than the old way of :
• Memorizing lists of facts
• Making ticks on multiple Choice sheets
• Following orders like cadets
• Showing no independence and
• No ability to think for themselves
• No ability to share in decision-making and
• No experience in sharing responsibility
Instead of looking down on your students from a position of authority, you should look at your students as the hope of the future.
The new generation does not want to become a bunch of little robots, that are trained to follow orders and just do as they are told. They will obviously want to participate in the process life and social change in a constructive way.
Before that can happen, teachers must change from being bureaucratic
dictators to becoming benevolent helpers.
4
INDEX Page
Introduction 4
Unit 1: Getting to know you interview 5
Unit 2: Fifteen questions for the teacher 6
Unit 3: Remembering introductions 7
Unit 4: Find someone who…… 8
Unit 5: Ball game 9
Unit 6: Simon says 10
Unit 7: The indiscreet ball 11
Unit 8: Hangman 12
Unit 9: It’s in the bag 13
Unit 10: Can you guess who I am? 14
Unit 11: Your turn to interview 15
Unit 12: Spelling Bee 16
Unit 13: Can you say me what item I am thinking about? 17
Unit 14: Whisper me 18
Unit 15: Question Game 19
Unit 16: Food for thought 20
5
It is an interesting icebreaker to start with an activity to make them have a short survey to another classmate.
Instructions:
Put the learners in pairs, in two rows of chairs facing one another, and let them ask questions each other in English, writing-down notes, following the instructions below. When the interviewing finishes, each student stands up and introduces his/her classmate to the class. When the first pair have ended up, go to the next couple and so on.
I would like to introduce you to my friend ........... whose nickname is ...........”
Name Nickname Birth Date Place of birth Family members Hobbies
Sports
6
Get the learners to put their seats in a circle. Make a list of twenty questions. You can write them on the board. After that, ask each student to take a sheet of paper and choose a question to ask the teacher. Every learner has to write one question as written beneath. When the apprentices have the correct one, who in turn writes a different question after the number (2) two, and so on all the members around the circle until every student has written 15 different questions.
1. What is your name?
2. Where are you from? 3. How old are you? 4. What is your favorite fruit? 5. What is your favorite t.v. program? 6. What is your father‟s name? 7. What is your mom‟s name? 8. How many sons do you have? 9. Are you married? 10. Do you have a pet? 11. Who is your favorite actor? 12. Who is your favorite singer? 13. Are you happy? 14. What is the capital of this country? 15. Who is the tallest student in the school?
Next, the pupil can go around one more time and ask the tutor any question that is written on the sheet. No one can say again a question that has already been used.
If there is any mistake in their pronunciation, the instructor has to correct it, correctly repeating the question and answering in clear and simple language that everyone can understand.
7
Another way for a group to get confidence and have a funny moment at the same time is to put learners in a circle and push them to talk in following the pattern down, each one remembering and repeating what was said before and then adding his/her own new information.
Example:
The first student says,
"Hi, my name is Luis. I
am good in Math.”
The second one says,
“Hello, this is Luis.
He is good in Math. My name is Karla.
I am twelve years old.”
The third one says,
“Hello, this is Luis.
He is good in Math, and this is Karla. She is twelve years old, and my name is Xavier. I am good at soccer.”
And so on until they have completed the whole circle without anyone having forgotten and no one has been confused.
In case they are forgotten and confused, just stop at that place in the circle and
start again, starting with the next student and repeating the same action until they
have walked all the way around the group.
Then, when the previous task is completed successfully, you can mix the seating plan by having everyone change chairs and then continue to talk the presentation round until it is completely completed.
8
Every pupil grabs a copy of this sheet of paper and stands up and walks around the
classroom, asking the other friends about the information below, asking and
answering only in English and using only full sentences. For example,
Find someone who doesn’t like rock music.
Question: “Mario, Do you like rock music?”
Answer: “Yes, I do.”
Or “No, I don‟t.”
Then, write down, “Mario likes rock music.”
Or "Mario doesn't like rock music."
Find someone who
Doesn‟t like rock music.
Doesn‟t like to dance salsa. Never drinks soda. Never tells a lie. Doesn‟t eat beef. Doesn‟t like math. Doesn‟t have a TV. Cannot cook. Can drive a motorcycle. Can understand Chinese. Wants to learn Japanese. Can count from 1 to 1000 Likes computer games. Can use Microsoft Word. Never takes a taxi. Usually takes the bus. Gets up at 4:35 a.m.
When all the students have finished asking their questions and have written the names and the answers down what the students have done, then the teacher can accommodate the students in a circle and ask them one by one and correct their grammatical errors to As they speak. It is a good exercise to practice the simple present, the auxiliary verb "can" and adverbs of frequency.
9
Firstly, you need a ball that can be bounced off the floor from one student to another one. A big ball is better to get for this game. Next, you need about ten to fifteen boys and girls standing in a circle with a lot of space so one person can bounce the ball off the floor across to another student.
The first student holds the ball and asks a question like
“How old are you?”
As the first learner is asking the question, he/she bounces the plastic or rubber ball on the floor to a friend who in turn has to respond the question before touching the ball to get it. Otherwise, if the friend does not say anything for too long, or is too slow and hasn't finished answering before he/she touches/catches the ball, then he/ she is disqualified and must leave the circle and sit down.
Then, next student on his/her right takes the ball and asks yet another question while bouncing it to yet another student, who in turn must answer before his
hands catch or contact the ball, and so on and so on, until there is only one student stays up.
These sentences might be good examples:
How old is your mom?
How many kids do you have? What is your favorite sport? What is your favorite color? Movie?, Song ? Actor?
What Sport do you play like? How is taller than you?
What kind of movies do you like? Music? Car?
Fast food
10
Simon says it's a children's game where 3 or
more people participate. For t
his, they must choose a leader whom
everyone will follow when he says the magic
phrase: "Simon says." Children should do
everything the leader communicates;
otherwise, they will be quickly eliminated until
there is a winner.
How to play Simon says
A group of 3 to more children is formed, they can be placed in a row or a circle, and a leader is chosen from them.
To play, they will use the position of the thumbs: up, down or center.
The leader will start and say, "Simon says thumbs up," then all the children do the same.
It should be heeded only to what the leader informs since it could confuse the little ones by placing their thumbs in a different position than what he says.
The winner is the child who makes the movements quickly without hesitation or doubt; the others will be eliminated.
Observations It should be mentioned the complete phrase "Simon says ..." but, the game will
not be valid. The student who wins the game will be the next leader. It is an amusement game to make then talk in English.
Simon says
11
The indiscreet ball
This game is made with a large beach ball of
preference of a light color. To the ball, we
have to write down with a black down a
series of questions that are very funny since
the children will have to answer them. First,
we invite everyone to make a big circle, and
then we pass the ball to each one in a
surprising way.
When the ball reaches one of the students, they should read a question and
respond quickly, for example
What's your name?
Do you have a boy/girl friend?
And so on, questions according to their knowledge of course.
12
HANGMAN
This is a good speaking game practice.
The goal of this icebreaker is to find a word guessing the letters that form it. At each
round, players will choose a letter that they think may be part of the seeking word.
If it contains the chosen letter, it will be written in which position (s) it is. If the letter
does not fit in the word, a part of the body of the player's doll will be drawn. When the
six parts of the doll's body are drawn, the player will stay out of the game. He is
hung!!!
13
It’s in the Bag
Find a plastic bag that's big enough to
contain about twenty items. Then, using
your imagination, put a selection of
articles inside, suitable for your pupils,
into the bag:
like a rubber snake, an orange, an
apple, banana, a peach, a pear, a
coconut, a coffee cup, an eraser, a
marker, a cap, etc., things that they
must know.
or any other object that they will recognize by feel, when they close their eyes and
then put one hand of their hands in the bag to get the object and say what they
are feeling, for example, “It’s light in weight. It’s round at the top,” so that class members
can get hints to guess what it is. Pupils will feel a little afraid of placing their hands in
the bag at first, but that is the funny part of the game. Don't put in anything
dangerous.
The point of the game is for the student with his/her hand in the bag to start to
feel, talk about the shape, weight, texture, material, size, or what it is used for, or
when and why, etc. until the students can guess the name of the item. Do not
take the item out of the bag until the students have guessed what it is. An example
might be as follows:
What is this?
It’s a Tennis Ball!
14
Can You Guess Who I Am?
This is a game where a student is supposed to be someone or something he/she is not, and the other classmates have to guess who or what he is. First, the tutor gives a student a sheet of paper with the name of a very famous comic (such as Superman) on it and puts that person in the front of the interrogation room. Class members are given only one clue to guide their questions, such as: "This is a famous Hollywood comic book movie." Then the other student has to start asking
questions to find who he wants to represent. Only yes / no answers can be given:
1. Do you travel in outer space?
2. Do you live in a big city? 3. Do you have a family? 4. Do you like to eat spinach? 5. Do you wear a mask? 6. Do you live in an ancient
castle? 7. Do you like to suck people‟s
blood?
8. Can you climb the sides of buildings?
9. Are you human? 10. Do you sometimes talk
to animals? 11. Can you blow fire out of
your mouth? 12. Have you lived for
thousands of years?
13. Do you have horns? 14. Can you make yourself
invisible? 15. Are you a child? 16. Are you the leader of a
company of warriors? 17. Can you tell what other
people are thinking? 18. Do you have X ray vision? 19. Can you fly? 20. Do you have a girlfriend? 21. Do you change identity? 22. Are you strong and muscular? 23. Are you very handsome? 24. Do you come from the
planet Krypton? 25. Are you a Superhero?
Students like a lot this one, particularly if they are using personalities, the group likes and admires. In a variation on this game, all of them in the classroom knows the name of the person except the student at the front who, then, have to keep up the making questions until he/she has found out
who the mystery character is.
15
Your turn to interview
This is another one of those students‟ icebreakers that can be used as a speaking
activity.
Pupils can interview one another in pairs as follows:
What‟s your name?
When were you born?
What‟s your place of birth?
In what country were you born?
What is your nationality?
What is your gender? What
street do you live on?
What is your house number?
What is your father‟s name?
What is your mother‟s name?
Do you have any sisters?
Do you have any brothers?
How old is your father? How
old is your mother?
Do your grandparents live with you?
Do you have pets in your house? When
did you begin learning English?
How many years are you learning English? What
sports can you play?
Do you know to play a musical instrument? What
computer skills do you have?
Do you surf the Internet?
What kind of rhythm do you like to dance? What
kind of movies do you like to watch? What sports
do you like to watch on TV?
Do you want to get married one day? How
many children do you want to have? What
profession do you plan to enter?
16
Spelling Bee
One of the principal reasons is the poor
relationship between pronunciation and
writing. We are accustomed to a language
that is read as it is written and to find that
this relation is not fulfilled in English makes
that we make errors both when writing and when pronouncing.
This exercise is very helpful to make the students pronounce letters and
then forming words.
How to play it:
First, the students are in a circle, and each receives a word to spell. If the
student spells the wrong word, he/she has to sit down, and the turn is for the
next student until the last participant stands and says the right word. The
words should be chosen appropriately to the level of the group.
17
Can You Say what item I am Thinking About?
Everyone sits in a circle, and one person thinks of an object. It must be a concrete thing. He cannot tell anybody what he thinks which could, for instance, be a fan
but he can give one hint, like, "All of us has one in our bedroom." Students in the circle must ask questions, and the answers can only be yes or no.
Sample questions
"Is it round and light?"
“Is it heavy?”
"Is it made of metal or plastic?"
“Can you carry it?”
"Does it sit on the floor or hanging on the wall?"
“Can you see it in the dark?”
“Can you hear it breathing?”
"Does it work with electricity?"
"Does it make the room cooler or hotter?"
There are many ways of playing this ludic game:
“I am thinking of something that smells good,” (like a fruit.)
. Can you guess what it is?
“Is it something we eat?”
“Can we drink it?”
“Can we cook it?”
“Is something natural?”
“Is it a manufactured product?”
“Is it a flower?”
"Is it orange?"
“Is it a fruit?”
"Do we use it to make juice?"
18
Objective: To understand and keep in mind one idea
Materials: flashcards / none
Procedure:
Have a student come to the front of the class and shows a flash card or
whisper a word to another student. The student then acts out that word
and the first student to guess can be the next player.
Variation: Divide the class up in teams. The first learner to guess wins a point
for the group.
Whisper me
19
Objective: to recall prior knowledge
Materials: flashcards
Procedure:
Teacher hides any flash card behind his/her back and students try to guess
what the object is by asking questions: what color is it?; is it a dog? Is it a
ball? Is it a book? etc. until they guess the flashcard. Only correct questions
will be answered by the teacher in order to help students to remember the
correct grammar or teacher will help them with hints so students correct him
or herself, so while they are playing they are learning to structure correctly
what they had learned.
20
Objective: to get to know students and recall food names
Materials needed: none
Procedure:
To get to know students and to help them get to know one another, have
each student state his or her name and a favorite food that begins with the
same first letter as the name. For example: "Hi, my name is Larry, and I like
liver." As each student introduces himself or herself, he or she must repeat
the names and favorite foods of the students who came before. Watch out;
it gets tricky for the last person who has to recite all the names and foods!
21
PICTURES TAKEN FROM:
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