UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TITLE OF RESEARCH WORK PRESENTED:

INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCTION

PROPOSAL:

DIDACTIC GUIDE OF EXERCISES WITH GRAMMATICAL

STRUCTURES

AUTHOR(S):

SALAZAR CHILA ALEX OVER

MALO CHUMBI ANDREA STEFANIA

ADVISOR:

LCDA. GLENDA MORALES RAMIREZ, MSC.

Guayaquil, mayo del 2018

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

DIRECTIVOS

Arq. Silvia Moy-Sang Castro, MSc. Lcdo. Wilson Romero Dávila, MSc.

DECANA VICE-DECANO

Lcdo (a) Glenda Morales Ramirez, MSc. Ab. Sebastián Cadena Alvarado

GESTOR(A) DE CARRERA SECRETARIO

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

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DEDICATION

I dedicate this work of investigation to

my family because they always

wanted to see me getting my bachelor

degree.

To my loved wife and baby daughter,

who are my motivation to do my best

from now on.

Alex Salazar Chila

I want to dedicate this work of

investigation to my parents who were

my motivation to fulfill my degree,

without them my success would have

not be possible.

Andrea Malo Chumbi

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ACKNOWLEDGEMENT

To God for giving me the knowledge

to put in practice all that I have

acquired during these study years. To

my mother, father and dear friends. To

my beautiful wife and beautiful baby

daughter.

Alex Salazar Chila

To all those people who supported me

in all moments of my life, also to my

partner Alex for his unconditional

help, and friendship.

To Msc. Glenda Morales my tutor who

guided me in the development of this

project work.

Andrea Malo Chumbi

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ÍNDICE

Portada ..................................................................................................... i

Directivos…............................................................................................. ii

Certificado de aprobación ...................................................................... iii

CHAPTER I THE PROBLEM

1.1. Investigation context........................................................................ 1 1.2. Conflict situation .............................................................................. 2 1.3. Scientific fact ................................................................................... 3 1.4. Investigation problema .................................................................... 3 1.5. Objectives ....................................................................................... 4 1.6. Justification ..................................................................................... 5

CHAPTER II THE THEORETICAL FRAMEWORK

2.1. Background .................................................................................... 7 2.2. Theoretical foundation ................................................................... 10 2.3. Dependent variable ....................................................................... 26 2.4. Importance .................................................................................... 28 2.5. Legal foundation ............................................................................ 38

CHAPTER III METHODOLOGY OF RESEARCH

3.1. Research design ........................................................................... 39 3.2. Types of research ......................................................................... 40 3.3. Population and sample .................................................................. 41 3.4. Research methods ........................................................................ 45 3.5. Techniques of research ................................................................. 47 3.6. Conclusion and recommendation .................................................. 63

CHAPTER IV THE PROPOSAL

4.1. Background ................................................................................... 65 4.2. Diagnostic of proposal ................................................................... 66 4.3. Objectives of proposal ................................................................... 68 4.4. Feasibility ...................................................................................... 68 4.5. Description of the proposal ............................................................ 70 4.6. Conclusion .................................................................................... 72 4.7. References ................................................................................... 73 4.8. Bibliography .................................................................................. 78

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INDEX OF TABLES

Table 1 ..................................................................................................... 43

Table 2 ..................................................................................................... 44

Table 3 ..................................................................................................... 51

Table 4 ..................................................................................................... 53

Table 5 ..................................................................................................... 54

Table 6 ..................................................................................................... 55

Table 7 ..................................................................................................... 56

Table 8 ..................................................................................................... 57

Table 9 ..................................................................................................... 58

Table 10 ................................................................................................... 59

Table 11 ................................................................................................... 60

Table 12 ................................................................................................... 61

Table 13 ................................................................................................... 62

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INDEX OF GRAPHIICS

Graphic 1 ................................................................................................. 53

Graphic 2 ................................................................................................. 54

Graphic 3 ................................................................................................. 55

Graphic 4 ................................................................................................. 56

Graphic 5 ................................................................................................. 57

Graphic 6 ................................................................................................. 58

Graphic 7 ................................................................................................. 59

Graphic 8 ................................................................................................. 60

Graphic 9 ................................................................................................. 61

Graphic 10 ............................................................................................... 62

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INDEX OF IMAGES

Image 1 .................................................................................................... 85

Image 2 .................................................................................................... 87

Image 3 .................................................................................................... 88

Image 4 .................................................................................................... 89

Image 5 .................................................................................................... 89

Image 6 .................................................................................................... 90

Image 7 .................................................................................................... 90

Image 8 .................................................................................................... 91

Image 9 .................................................................................................... 91

Image 10 .................................................................................................. 92

Image 11 .................................................................................................. 93

Image 12 .................................................................................................. 94

Image 13 .................................................................................................. 95

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INDEX OF APPENDIXES

Appendix 1 ............................................................................................... 80

Appendix 2 ............................................................................................... 81

Appendix 3 ............................................................................................... 82

Appendix 4 ............................................................................................... 83

Appendix 5 ............................................................................................... 84

Appendix 6 ............................................................................................... 85

Appendix 7 ............................................................................................... 86

Appendix 8 ............................................................................................... 87

Appendix 9 ............................................................................................... 88

Appendix 10 ............................................................................................. 89

Appendix 11 ............................................................................................. 90

Appendix 12 ............................................................................................. 92

Appendix 13 ............................................................................................. 94

Appendix 14 ............................................................................................. 96

Appendix 15 ............................................................................................. 97

Appendix 16 ............................................................................................. 98

Palabras Claves: Grammar structure, vocabulary, writing.

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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TÍTULO DEL TRABAJO DE INVESTIGACIÓN PRESENTADO INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCTION

Autor(es):

SALAZAR CHILA ALEX OVER MALO CHUMBI ANDREA STEFANIA

Tutor(a): LCDA. GLENDA MORALES RAMIREZ, MSC.

Guayaquil, mayo del 2018

RESUMEN

Este Proyecto es el resultado de una investigación compuesta sobre la escritura propiamente a través de estructuras gramaticales, que se realizó para determinar cuán esencial es el uso de la estructura gramatical adecuada en la capacidad de escritura de la Unidad Educativa Fiscal Durán. La presente investigación es pertinente porque busca desarrollar y dominar la gramática del idioma inglés en los alumnos de 8º grado para perfeccionar la producción escrita, según lo estipulado por el Ministerio de Educación de Ecuador, que los alumnos de octavo grado deben alcanzar un nivel A1, que refleja un problema resuelto para el aprendizaje del idioma inglés en los primeros años. A través de la observación, este trabajo se evidenció en las horas de enseñanza de idiomas, que los estudiantes tienen dificultades para expresar ideas escritas correctamente, del mismo modo; hubo errores básicos en las estructuras gramaticales en las prácticas de la clase de inglés.

Keywords: Grammar structure, vocabulary, writing.

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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND EDUCATION SCIENCES

LANGUAGES AND LINGUISTIC

TITLE OF RESEARCH WORK PRESENTED INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCTION

Author(s):

SALAZAR CHILA ALEX OVER MALO CHUMBI ANDREA STEFANIA

Advisor: LCDA. GLENDA MORALES RAMIREZ, MSC.

Guayaquil, May 2018

ABSTRACT

This Project is the result of compound investigation about the writing properly through grammatical structures, which was done to determine how essential is the use of appropriate grammar structure in the ability of writing at Unidad Educativa Fiscal Durán. The present investigation is pertinent because it seeks to develop and master the grammar of English language in the 8th grade students to perfect the written production, according to stipulated by the Ministry of Education of Ecuador that the eight grade students must reach an A1 level, that reflects a solved problem for the learning of the English language in early years. Through observation, this work was evidenced in the hours of language teaching, that students have difficulties to express ideas written correctly, likewise; there were basic errors in the grammatical structures in the practices of English class.

xv

INTRODUCCTION

This Project is the result of compound investigation about the writing

properly through grammatical structures, which was done to determine how

essential is the use of appropriate grammar structure in the ability of writing

at Unidad Educativa Fiscal Durán.

The poor existence of strategies to promote student motivation is an

important factor that seriously affects the students’ meaningful learning;

This situation often ends up unleashing a series of negative approach inside

the classroom; The present investigation is pertinent because it seeks to

develop and master the grammar of English language in the 8th grade

students to perfect the written production, according to stipulated by the

Ministry of Education of Ecuador that the eight grade students must reach

an A1 level, that reflects a solved problem for the learning of the English

language in early years.

Through observation, this work was evidenced in the hours of language

teaching, that students have difficulties to express ideas written correctly,

likewise; there were basic errors in the grammatical structures in the

practices of English class. There was also little active participation of

students, probably due to fear of being wrong and they end up being passive

objects of English activities.

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CHAPTER I

THE PROBLEM

1.1. INVESTIGATION CONTEXT

The present investigation was developed at Unidad Educativa Fiscal

Durán High School, in the Duran city of Guayas province zone 8 of district

24 located on Sibambe and Humberto Ayala streets. The educational

institution did its grand opening in the 70s with 948 students. Its mission was

to educate with human quality forming critical thinking in students so that

they are capable to generating changes for the benefit of society; with the

conviction that education is creating for Ecuador a new world.

The story expresses that after an incredible absence of

nonappearance of instruction in Eloy Alfaro city, now Durán, in the 60's, the

town was yearning to acclimatize training and because of that worry, a

gathering was set by Mr. Milton Vinces Macias who together with other

energetic educators from the University of Guayaquil had the phenomenal

thought of making and establishing what is currently Eloy Alfaro Public

secondary School.

It began its class in 1967 with the help of the Train Transport Union.

The establishment started at night move with the approval of Doctor Carlos

Larreátegui in that time Minister of Education, through determination

number 2175 of July 28th 1967.

At present the institution has approximately 5500 students, currently,

the principal of the institution is MSc. José Freres Pita, and its immediate

collaborator MSc. Sheyla Jácome. The institution works in two shifts;

morning and afternoon. In the English area there are fourteen teachers in

whole, divided in the both shifts.

For a long time the focal point of consideration about learning has

been principally intended to the psychological side itself; the passionate part

assumes an essential part in the instructing learning of the English language

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process so it is considered essential to identify that grammar is strategically

for the development of a good English learning.

With this we can accept that the sentence structure procedures as a

recommendation for declining this badly arranged, is an essential possibility

for making the getting of new data favorable position for allowing the

youthful students get acquainted with new examples that allow to coexist

with a decent instructing of the composed ability.

1.2. CONFLICT SITUATION

At Eloy Alfaro Duran high school, corresponding to zone 8 of district

24; in the 8th grade students of basic general education, the students have

some problems in the written production of English language. In collection

of results by observation in this work was evidenced in the hours of

language teaching, that students have difficulties to express ideas written

correctly, likewise; there were basic errors in the grammatical structures in

the practices of English class. There was also little active participation of

students, probably due to fear of being wrong and they end up being passive

objects of English activities.

The poor existence of strategies to promote student motivation is

another factor that seriously affects the students’ meaningful learning; This

situation often ends up unleashing a series of negative aspects inside the

classroom; such as a bad behavior or a bad attitude to learn, managing to

destabilize the background of the student and circumventing the class

objectives; likewise, the texts are unattractive, outdated, and the book's

exercises are little interest to students.

In the same way, it was also observed that the students have

problems to understand the explanations of the teacher, this impede that

the learning is effective and as a consequence, it generates disorder in the

students because they feel disoriented, searching for some help or

explanation, asking to other classmates.

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The disadvantages are sufficient reasons for not meeting the

objectives established in educational institutions, thereby wasting

pedagogical resources; then it is easy to understand the need to execute

the present research within the classrooms in the aforementioned

educational institution, to allow students develop the language skills, such

as writing correctly and ending the problems found.

1.3. SCIENTIFIC FACT

Deficiency in written production in the of 8th grade student of Basic

General Education at Unidad Educativa Fiscal Durán in the Guayas

province, zone 8, district 24 located on Sibambe and Humberto Ayala

streets, in the academic year 2017-2018.

CAUSES

• Low practice of written production.

• Low practice of exercises from the texts.

• Lack of motivation and interest in the students.

1.4. INVESTIGATION PROBLEM

How does grammar affect in the written production in the 8th grade

students of Basic General Education at Unidad Educativa Fiscal Durán in

the Guayas province, zone 8 of district 24 located on Sibambe and

Humberto Ayala streets, in the academic year 2017-2018?

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1.5. OBJECTIVES

GENERAL OBJECTIVE

To determine the incidence that grammar has in the written

production through the execution of methods and techniques of research

(bibliography), statistics and field to develop a didactic guide of exercises

with grammatical structures to improve written production.

SPECIFIC OBJECTIVES

• To value the importance of grammar through methods and

techniques of research, bibliography, statistics and field.

• To characterize the written production using empirical techniques,

bibliographic, statistics and field methods.

• To design a didactic guide of exercises with grammatical structures

for the development of written production through the interpretation

of obtained data.

QUESTIONS OF THE INVESTIGATION

1) How does the grammar structures affect in learning English

language?

2) What is the importance of written production in the development of

English?

3) What is the scope of grammar in written production?

4) On what theories is this research based to the written production

treatment?

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5) In what way does the application of a didactic guide influence in the

grammar learning English?

1.6. JUSTIFICATION

The present investigation is pertinent because it seeks to develop

and master the grammar of English language in the 8th grade students of

General Basic Education of Eloy Alfaro Duran high school of Guayas

Province to perfect the written production, according to stipulated by the

Ministry of Education of Ecuador that the eight grade students must reach

an A1 level, that reflects a solved problem for the learning of the English

language in early years.

Making reference on Article 10 of the Organic Law of Education which

indicates that "Educational institutions can make innovative proposals and

present projects aimed at improving the quality of education insofar as they

are based on the national curriculum”; Also in Objective 4 of the Plan

Nacional del Buen Vivir clearly exposes that it is precise to focus the efforts

to ensure everyone the right of education under conditions of quality and

equity. On the other hand, in accordance to the Ibero-American Journal of

Education where explains that the implementation of a didactic guide

complements and stimulates learning (Feijoo, 2004); therefore, the proposal

put forward turns out to be important and necessary to optimize and

guarantee the learning of English language in the students.

The Good Living plan, focuses on that the understudy must have a

decent disposition, great states of mind, wants and awesome inspiration for

important learning. The greater part of this is the educator's concern which

with fitting exercises and new methodologies will guarantee a quality

domain and warmth wrap so as to guarantee the accomplishment of

instructing.

At long last, the fundamental recipients of this undertaking will be the

understudies, as they enhance their activities in the investigation of English,

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the experts since they will discover the causes and inceptions of the issue,

educators will have the essential devices for the dispersal of class and

guardians who will change the activities for their kids.

The execution of this project directly benefits the students, teachers

and the educational institution who will be recognized for being pioneers in

the practice of this type of research, which is novel and necessary.

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CHAPTER II

THE THEORETICAL FRAMEWORK

2.1. BACKGROUND

The significance of hypothesis in this work is the confirmation the

scientists herewith should articulate the most reported affirmation that will

be assembled for differentiating among numerous presumptions with a

specific end goal to let very much expressed in this work.

Considering that writing as hypotheses is also found light to be as a

guide for continually being ahead with concordance and metric, the analysts

receive a control conduct as LoBiondo-Wood and Haber, (1998) shows, that

the advancement of the hypothetical structure illuminates the certain

hypothesis in order to be characterized all the more obviously and it will

understand the impediments related with the hypothesis. This work, is

expected to feature the most critical speculations that will be the sufficient

and relevant for the accomplishment of this undertaking.

This project will develop skills in students to improve knowledge

about English grammar and solve a problem that does not allow an

adequate level of the English language in the student community.

Within Unidad Educativa Fiscal Durán High School, there is no an

evidence of any work similar to this research, nor have any instances

recorded of activities concerning the subject raised. In the current

curriculum, there is no subject that focuses on the development of written

production of the English language.

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At University of Guayaquil, in the school of language of the Faculty

of Philosophy, several research studies were developed in previous years,

but there are not any research that attempts to improve written production

by strengthening the knowledge in English grammar; however, there are

researches that have dealt with topics about grammar and written

production separately. In 2012, it was proposed to improve the writing

dexterity through a series of participatory processes, the theme was;

Development of writing skills through interactive techniques, this

research proposed design of a booklet applying motivating exercises

for developing writing. The methodologies proposed are most commonly

used by teachers in educational institutions, these methodologies are

inclusive and participatory but it is necessary a better teaching system so

that the methodologies used have a better outcome.

Other research in the same year, entitled How to improve writing

skills through the application of practical exercises to strengthen the

motivation in the students of 9th grade at Vergeles high school. In this

research study it was sought that the student feel interested in the written

production through different exercises of direct participation with classmates

and the teacher. The proposal was to design a booklet to improve the

writing skills. For this situation the students showed a low achievement

and it was concluded that the main cause was the low motivation. The

mentioned methodologies were inductive and conductive, methodologies

also used in other investigations referring to the variables of this project.

In 2015, another research study dealt with the variables about

reading and writing, its title; techniques and resources in teaching reading

and writing in order to improve and motivate the English learning to the

students, the same one that tries to reach the objectives with the

development of a activities guide directed towards the motivation, its main

causes were the little work of reading and writing exercises and the lack of

strategies that motivate the student, it means; the causes are repeated

frequently in relation to the treatment of variables analyzed.

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In the same year the grammar variable was treated with a project

entitled Techniques for the improvement of Grammar the 6th courses

at José Peralta High School. The proposal was the design of a handbook

with grammar exercises. It was evidenced that causes were the lack of

grammar exercises in the texts, the low interest of student and teachers and

the little work of grammatical structures within the hours of classes, the

techniques of explained studies pointed to the cognitive and metacognitive,

that is to say; it develops the know ability and the criteria ability to achieve

a final result related to an analytical logic.

The grammar variable was also treated in an investigation entitled;

the use of the nouns to apply the grammatical concordance correctly,

and its proposal was designed to handbook with exercises about nouns.

Among the problems encountered were the uninteresting texts and the fear

of the students to participate in classes, the inductive and conductive

methodologies applied to teaching were the recommended, an attempt was

tried through an exercise text to reach the objective to determinate the

incidence of the use of the nouns in the application of grammatical

concordance.

Among the main methods recommended by other studies are

inductive, deductive, systematic, intuitive and symbolic, methods that are

also present in this research work. Also it shows some particularities,

examples of which are the cited investigations that coincide in several

aspects with this investigative study, the causes and problems are similar

although they aren't treated from a broader perspective as they are

developed within of this investigation field. The population and samples are

different so the results will be different and will be at optimum level to

facilitate the apprehension of knowledge and meet the goals set out.

It is also important to highlight that the presented work is descriptive,

explanatory and proactive, focused on the development of student's own

competences and applied to the foreign language.

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2.2. THEORETICAL FOUNDATION

DEFINITION OF GRAMMAR

Grammar is the basic establishment of our capacity to communicate

with arrange and properly. The more we know about how it functions, the

more we can screen the importance and adequacy of the way we and others

utilize it. It can help cultivate exactness, identify equivocalness, and

endeavor the lavishness of articulation accessible in English. Also, it can

help everybody, educators of English, as well as instructors of anything, for

all educating is at last a matter of getting to holds with importance.

For long Grammar has been recognized remarkable for the well use

of a language whatever it is. Chomsky in his book edited in 1965, describes

the grammar of a language by saying that “It purports to be a description of

the ideal speaker-hearer´s intrinsic competence”. In the case of any

sentence of English, including the definition sentences, the competence

would presumably be understood in terms of the English language as a

whole and of its general uses, rather than the special competence of the

lexicographers and the special functions of their language use.

For Crystal in Cambridge University Press, alluding to grammar

mentions that having the capacity to discuss what it is, we can do it when

we develop sentences to depict what the principles are, and what happens

when they neglect to apply Cristal, A. (2004).

The educating of punctuation differs as indicated by our students'

needs. On account of future experts of wellbeing, as for our situation, they

have to accomplish informative skill in the dialect. Beare. (2004). Knowing

About Grammar. Retrieved from www.questia.com/Online_Library

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(Beare, 2004), remarks that before making a bond students in the

moment of a teaching process, especially grammar, a teacher should

analyze when, how and where grammar should be imposed. Also he quotes

that:

Teachers must answer these questions before thinking that teaching

grammar is just a matter of explaining grammar rules to students.

• What are the objectives of this class? • What type of learning

background do learners have? •What learning materials and

resources are available? And, • what kind of learning style does each

student have?” (Beare. 2004,p. n/d).

Truth to be told, as Beare, (2004) alludes, it is fundamental to set up

the parameters the educator will tally with. No class can prevail with no

readiness ahead of time. That is the motivation behind why understudies

show fatigue and lack of engagement in the English dialect as a prevalent

connect to coexist with them.

The idea of performing grammar in EFL class is not for native, in fact

native speakers mostly do not know rules about how words are interlaced

in a statement as it is their mother tongue. Here, a well prepared teacher

must assume the mastering of the language as Wilcox alludes, it is “just one

more content area that any new or pre-service English teacher must master.

But in order to teach it, one must first be able to define it, and that is no easy

task.” (Wilcox,2004,p.1)

According to Wilcox, (2004)., grammar must be assumed by teachers

of a foreign language in order to start teaching a new language. Despite

vocabulary, and up to date slangs, grammar is the structure of putting them

(vocabulary and slangs) together that is what in this work it is intended to

do, to care about important strategies to get along with the English language

as a subject.

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IMPORTANCE OF GRAMMAR

The significance of the grammar structure is so essential in the

learning procedure of an outside dialect. Through syntax, we can build up

the four abilities in a sufficient route, on the grounds that to talk, to compose

or to peruse we have to know the diverse linguistic standards of a

determinate language.

Grammar is important because it is the language that makes it

possible for us to talk about language. Grammar names the types of

words and word group that make up sentences not only in English,

but in any language. People associate grammar with errors and

correctness. But knowing about grammar also helps us understand

what makes sentences and paragraphs clear and interesting and

precise. Rothstein. (Rothstein, 2008,p. 8)

According to Rothstein, (2008) grammar is the scaffold of good use

of a language. Vocabulary, full statements, punctuation altogether must be

essential part of a good language communication with grammar knowledge,

one can easy realize an error or some misunderstanding that in the majority

of cases, tend to create tremendous problems even for comma or not well

written word.

The British Council, (2013) also contributes with the Importance of

Grammar, it indicates:

“When teaching a language we actually have two purposes: insure

fluency and accuracy in all language skills. Fluency is the ability to

speak fluently whereas accuracy is the ability to speak with correct

grammar structures, such as correct use of verb forms, phrasal

verbs, prepositions, etc.” (British Council, 2013)

For the British Council, (2013) to convey understandably, to bode

well with each sentence, a student should know the punctuation of the

objective of the language. The vocabulary of a new language is the most

13

noticeable viewpoint which, in any case, loses its momentous incentive

without language structure.

Grammar is thought to outfit the reason for an arrangement of dialect

aptitudes: tuning in, talking, perusing and composing. In tuning in and

talking, sentence structure has a critical impact in getting a handle on and

communicating talked dialect (e.g. articulations) since taking in the syntax

of a dialect is viewed as important to secure the capacity of creating

linguistically worthy expressions in the dialect.

In reading, language empowers students to grasp sentence

interrelationship in a section, an entry and a content. With regards to

composing, language structure enables the students to put their thoughts

into understandable sentences so they can effectively discuss in a

composed shape.

Doff, (2000) quotes that: “By learning grammar students can express

meanings in the form of phrases, clauses and sentences”. (Doff, 2000,p.

122)

A sentence structure is in each field a part of the talked and

composed writing. On account of learning vocabulary, language structure

gives a pathway to students how some lexical things ought to be

consolidated into a decent sentence with the goal that important and open

articulations or articulations can be shaped.

Paul, (2013) explains how essential grammar is in the power of the

language and communication. It is an ability that needs to be mastered at

every level provided that, the teaching is fulfilling all the steps for a better

apprehension of the subject. He indicates that:

“Grammar gives language users the control of expression and

communication in everyday life. Mastery over words helps speakers

communicate their emotions and purpose more effectively”. (Paul, 2013,p.2)

14

The British Council (2013) indicates that: “Only after studying

grammar each learner will find himself/herself in a better position to use it

and evaluate others’ use of it”. (British Council, 2013)

Even with grammar according to the British Council, a person can get

a better position to assess others, this means that a learner can also

become a teacher and so give facilities to his/her life. In fact being an

English teacher requires a constant effort from the beginning to master

grammar appropriately and so teach and reinforce what has learnt before.

ADVANTAGES OF GRAMMAR STRUCTURE

For (Takkala, 2016), a language without a good grammar cannot be

used properly. As a structure, grammar is a scaffold that permits the correct

usage of a language. In it, vocabulary, reading, writing, composing and other

abilities can not be mingled for creating literature life. “Without grammar,

language does not exist” mentioned by (Nassaji and Fotos,2011,p.1)

One of the most heated topics in the field of language teaching has

been the role of grammar so the ways of teaching it have varied

significantly. During the time of the more traditional methods, the

focus was clearly on form and accuracy, and learning a language

basically meant learning its grammar. Teaching changed more

towards enhancing learners’ communicational skills: “it was even

suggested that teaching grammar was not only unhelpful but might

actually be detrimental”. (Nassaji and Fotos 2004:126). Attributed by

(Takkala,2016,p.1)

Assuming Takkala, grammar teaching changes in the meantime

social environment changes. Every language is portrayed by obeying

factors strictly particular to the language; the advantage of a good sentence

15

structure and additionally composing, tuning in, perusing and discussion is

a critical angle when adapting to a language. The dominance of the

punctuation of a foreign language encourages the anxiety of the language

itself; since we will have the capacity to deal with and control words and

shape units with implying that enable us to communicate and be caught on.

Nowadays the general idea is that grammar really has its place in

language learning and teaching, and research has demonstrated that

focusing only on meaning is inadequate, hence one would not reach

the highest level of competence without some focus on form Takkala.

Nassaji states that “The controversy has always been grammar

should be taught explicitly through a formal presentation of grammatical

rules or implicitly through natural exposure to meaningful language use”.

Mentioned by Takkala.

People who knows the structure of a language, possesses many

opportunities to create, give solutions, compose, or even become a literate.

This benefit is competent to carry on a two-some or among many a correct

communication in a very productive way.

Goruchanez (2006), affirms that:

“Students who learn English grammar are more able to understand

how words can create intricate meanings and how subtle literary effects are

created. Those students are also likely to be more analytical and receptive

readers”. (Goruchanez, 2006,p. n/d).

A critical purpose behind showing sentence structure is to keep an

outright pre-decided data with the goal that any action whatever perusing,

tuning in, composing, and talking can be instantly managed by the

information a student has for that movement. With this, the understudies will

pick up a more prominent thankfulness for writing, giving careful

consideration to the content to any kind of writing.

16

Language structure aptitudes improve composing and content

elucidation. Learning of language likewise takes into consideration better

talking aptitudes. The individuals who talk well tend to sound more develop

and expert.

In the same way Zhang (2009) alludes,

“Grammar, after all, is a description of the regularities in a language,

and knowledge of these regularities provides the learner with the

means to generate a potentially enormous number of original

sentences. The number of possible new sentences is constrained

only by the vocabulary at the learner’s command and his or her

creativity.” (Zhang,2009,p. 186)

For Zhang, (2009) grammar per-se, is the center of any language,

because words cannot be specified in segregation, as it they were charges

to acknowledge or not something. Not utilizing sentence structure,

resembles another house with no furniture, or clothing or light or individuals.

The English language understudies ought to be from the earliest starting

point. In spite of this thought, it is essential to highlight that there are

circumstances in what students simply get new words with no association

of the use of punctuation, at that point the significance to dependably focus

on auxiliary request of the announcements so the understudies can

comprehend what they read and deliver intelligent reasoning after it.

TYPES OF GRAMMAR

Changchun, (2015) makes emphasis in two important and

generalized ways of remarking grammar in an explicit and implicit way when

being taught to students of English.

17

Explicit Grammar

Explicit grammar teaching refers to the teaching methods making

form as the center. It emphasizes to learn the grammatical rules

purposeful, so as to efficiently and accurately use language

ingredient. Which is also called “express method”, known as the main

thinking method of deduction. Explicit grammar teaching can make

students more profoundly understand the grammatical items, and it

has strong systemic. Besides, students will keep clear when studying

the grammar concepts. (Changchun,2015,p.557)

Assuming Ling Changchun, explicit grammar makes instructors as

the middle in classroom educating only. With this showing strategy, the

greater part of the understudies can make linguistic and redress sentences,

yet cannot utilize English for straightforward every day communication. For

this, it expects instructors to join the language shape with significance and

so work naturally. Understood grammar, the learning can give students a

chance to pick up a superior comprehension of the connection between the

semantics and capacity and setting by consolidating the talk into a unique

circumstance.

Implicit Grammar

On the other hand, implicit grammar teaching refers to the teaching

methods emphasizing students that must be naturally acquired through

situational scene when learning grammar. Implicit grammar teaching is also

known as suggestive method, mainly adopting the inductive thinking

method, and inducing the grammar rules through communicative use of the

language. Learners contact with English mainly through scenes. This

teaching method makes communicative teaching method as representation,

18

emphasizing the unconsciousness, abstractness, and automaticity of

grammar study. (Changchun,2015,p.558).

Taking into consideration Ling Changchun´s position, implicit

grammar might be the ideal way to learn a new language. In fact, this kind

permits the students to get along with real life in every context. When

learning grammar, in an English classroom, drills and constant practice

open a great advantage of its utilization; since, teaching become more

communicative, and students can also get along with others, permitting the

constant revision of what has been learnt.

Pedagogical Grammar

Saleh Alduais in 2012 enounces “Hunter” about pedagogical

grammar who remarks that is intended for only teaching purposes mainly

writing teaching, however, transformational grammar has proved more

adequate than traditional grammar especially in teaching advanced courses

of writing, such as developing simple, complex and compound sentences.

As Saleh Alduais in 2012 mentions the pedagogical grammar insofar

it is applied, is admissible in English teaching as it is intended in this paper

work. Despite its traditionalism, it would be of great advantage to make use

of this kind; in fact, every step of learning English, any kind is acceptable for

reinforcing the learning of the students at middle and high levels.

In the same way, Saleh Alduais, make notice Strauss, Ahn, Lee and

Park who disagree in the name of pedagogical grammar but conceptual, so

they promote for a new approach of grammar which is basically pedagogical

but they choose to call it conceptual grammar. We need to teach in both

methods deductively and inductively, but we do not need to teach grammar

prescriptively especially for advanced no-native learners and teachers.

This appreciation might be accepted in the way English is adapted

according to a special program for non-native students. Anyway, both the

19

deductive and inductive methods should be a must in every English class.

In this case in the institution where this work is taken place, the students

deserve all kind of assistance in order to remark a high performance of the

English language.

As opposed of the foregoing words, Rome (2004) quotes that is still

used though most of the teachers are being convinced by its insufficiency

especially when used for teaching writing and composition. He maintains

that transformational grammar has proved better in such a case. He

concludes that we need a pedagogical approach that is meant only for

scholastic purposes.

Assuming Rome, mentioned by Alduais in 2012, clearly, it appears

that an extensive number of the language specialists, instructors,

grammarians and analysts concur that customary punctuation has

demonstrated insufficient and constrained in particular in showing

composing courses. However, it is as yet world-generally utilized as a

technique for showing writing in many schools where in English is educated

as second language.

On the contrary, Ming dealing with contemporary learning, ELearning

has become an outstanding way to learning a new language. The many

facilities technology offer, includes remarkable procedures uploaded by

grammarians and non- grammarians, who as a support, permit a specific

and universal vision for true English students and false ones.

He indicates: “have no doubt lead to the breakdown of traditional

grammar and the appearance of new schools of grammar. Traditional

grammar has become rarely used after the technology revolution.

(Ming,2004,p.n/d).

In the same way Ming name Folse in 2006 who argues in favor of

that, we need to teach our students not only grammatical rules or the use of

these rules, but also some theoretical information about them, we have to

balance between theory and rule, practical and theoretical knowledge. We

need a pedagogical approach of grammar that makes our students and

20

teachers as well keenly competent not only in memorizing rules, but also in

knowing the functions of these rules and at least the basic knowledge of

theories of grammar.

Taylor, in 2014 has expressed grammar in different points of view for

a real learning, stating the distinct way for understanding a context that

permits in many ways realize its contents. He remarks that:

Mental Grammar

Mental grammar is the generative grammar stored in the brain that

allows a speaker to produce language that other speakers can understand.

(Taylor,2014,p.n/d).

In the same way Taylor, (2014) enounces Chomsky who mentions

that "All humans are born with the capacity for constructing a Mental

Grammar, given linguistic experience; this capacity for language is called

the Language Faculty. (Chomsky, 1965).

A grammar formulated by a linguist is an idealized description of this

Mental Grammar. Oxford University Press, (2003). Mentioned by Taylor in

2014.

Transformational Grammar

A theory of grammar that accounts for the constructions of a

language by linguistic transformations and phrase structures. In grammar,

the term 'rule' is used not for a precept set down by an external authority but

for a principle that is unconsciously yet regularly followed in the production

and interpretation of sentences. (Taylor,2014,p.n/d).

21

A rule is a direction for forming a sentence or a part of a sentence,

which has been internalized by the native speaker. (J. D. Williams, the

Teacher's Grammar Book. Routledge, 2005). Mentioned by

(Taylor,2014,p.n/d).

According to Taylor in 2014, it manages sentence structure in more

noteworthy points of interest. On the off chance that expression structure

punctuation moves the point of view from singular word to the sentence,

transformational generative grammarians are intrigued to clarify how our

brain produces sentences, that is, from plan to articulation. Countless rules

can be created by methods for an arrangement of formal tenets, for

example, transformational govern (in the same place). These

transformational rules, which depend on the expression structure and the

tree structure change state structures into different structures, similar to

dynamic to be detached.

Systemic-Functional Grammar

Systemic functional grammar (SFG) is a part of a social semiotic

approach to language called systemic functional linguistics. In these two

terms, systemic refers to the view of language as "a network of systems, or

interrelated sets of options for making meaning"; functional refers to

Holliday’s view that language is as it is because of what it has evolved to

do. Thus, what he refers to as the multidimensional architecture of language

"reflects the multidimensional nature of human experience and

interpersonal relations."

According to Taylor, 2014) in basic ways to deal with language,

words and expressions join into sentences to shape meaning. An important

advantage that must be taken into account when dealing with this context.

22

Hinkel, (2016) dealing with grammar, remarks the prescriptive and

descriptive, enouncing that the prescriptive has to do with the rules a

language learner must follow to catch a good level of learning that language.

In the same way, descriptive recognizes that there exists rules as a

structured context and that rules are stated and need to be followed

properly.

Prescriptive grammar

Perspective grammar specifies how a language should be used and

what grammar rules should be followed. It implies a distinction between

"good grammar" and "bad grammar," and its primary focus is on standard

forms of grammar and syntactic constructions. It often encompasses many

ideas, opinions, and judgments about how and when grammar rules should

be used. Supplies the rules for using or not using specific grammar

constructions. Thus, for example, the sentence Him and me, we are

neighbors would be considered ungrammatical because it violates at least

two grammar rules: (1) Page 1 of 5 TESOL Encyclopedia of English

Language Teaching 2 object forms of pronouns "him and me" should not be

used in the sentence-initial or subject-noun position, and (2) only one noun

or noun phrase can play the role of the sentence subject, and in this case,

"we" (Greenbaum, 1996). Denounced by (Hinkel, 2016, p.1).

According to Hinkel. (2016)., prescriptive grammar lets know whether

the utilization of a foreign language is the correct. In fact dealing with young

learners for the teacher to see if he or she has fulfilled the task of following

rules. In a conversational assessment or in the written one, grammar can

be easily deciphered, the intense program that the international

associations of English propose, does not give any chance to skip grammar.

Its teaching must be rigid and clear with constant practice for better English

production, the intention of this work.

23

Descriptive grammar

Descriptive grammar is a study of a language, its structure, and its

rules as they are used in daily life by its speakers from all walks of life,

including standard and nonstandard varieties. That is, descriptive grammar

describes the language, its structure, and the syntactic rules that govern

sentence and phrase constructions. (Greenbaum & Quirk, 1990).

A descriptive study of grammar is non-judgmental, and it does not

have the goal of determining what represents good or bad language, correct

or incorrect structures, or grammatical or ungrammatical forms (Leech,

Deuchar, & Hoogenraad, 2006). (Hinkel, 2016,p.2).

Apart from utilizing a good functional grammar in the well-known

skills, it is important to establish that grammar is structure and has to be

taught as it is for a better comprehension of the control of the universal

patterns. To know about grammar according to Hinkel, (2016) as

descriptive, there are rules and those rules must be known at least,

regardless being assessed good or bad, but for getting to know as a good

driver knows about traffic signals.

STRATEGIES FOR TEACHING GRAMMAR

Takala, (2016)., mentions Hall who suggests that the changing

teaching methods reflect the spirit of the times and contemporary ideas,

such as social values and interests in linguistics, hence they are context-

dependent. Not only has the grammar teaching gone through the changes

but language teaching in general; ways of teaching refers to everything that

teachers do in order to get their students to learn. To be precise, these

methods have changed according to what the current view of language and

24

its role has been like, as well as whether the goal of teaching has been, for

instance, being grammatically correct or being able to communicate fluently

(Takala, 2016, p.14).

Changes in the English teaching are characterized as a methods to

overcome the students and what they are most partial to. As some

characterizes them as those methodologies that are important to assemble

and framework strategies and educational modules to give a precise

significance, others consider that systems can be utilized incidentally and

that can arrange to improve and outline the way toward learning, for

particular purposes.

Methods can be fun and have many utilizations, where the move of

the instructor is pertinent, particularly if the understudies have effectively

updated the material ahead of time and after that the need to devote

additional time when important. Strategies are not just to organize

exercises, they ought to likewise be utilized as appraisal what the students

have learnt. Books as essential systems, are only a steady instrument that

allow the utilization of many learning procedures and methods for

influencing to connect with the adapting, particularly inside the English

language. In fact, procedures must not exclusively be for making particular

situations of learning, they have the need to be fun, as they are more viable

than average and antiquated addresses.

Afrin, (2007) contributes with a contrary opinion about the study of grammar

as good way to learn EFL. She mentions:

"The important point is that the study of grammar as such is neither

necessary nor sufficient for learning to use a language" (Brumfit and

Johnson, 1979,p.165). Therefore, grammar is the basic of any

language and cannot be ignored in language teaching. In teaching

grammar some general considerations are how to integrate grammar

teaching into communicative methodology, which is aimed at

developing ones competence, the level at which grammar is taught

25

(elementary, intermediate, advanced), and what precise method the

teaching should follow. (Afrin, 2007,p.2).

The interactive way of learning a new language according to Afrin, (2007) is

the application of such a grammar with constant communicative exercise.

In agreement with this position, for this purpose, it would be the best way to

make students of the eighth grade at Unidad Educativa Fiscal Durán High

School to get along with a good English teaching-learning.

Methods are the core of a series of facilities that teaching offer when

learning a new language, the technology of communication is also and aid

for getting along with realistic learning in the EFL students. Then the

importance of the teacher to create and make up his/her own strategies for

the benefit of the students and commitment of a good English program.

Conclusion

Showing sentence structure is not that a long way from showing

students what to do, the numerous methods and approaches to traverse the

English punctuation instructing, needs to do with the best procedure to bear

on a decent system.

Unquestionably, giving a decent instructing of language depends a

ton on the instructor. Standards end up plainly normal, and this ought to be

utilized by the instructors to connect with students into a genuine procedure

of getting along with other languages. Students can without much effort

make approaches to take care of language structure issues. Formerly, there

were books that just indicated sentence structure with designs in which the

students simply needed to supplant a piece of the announcement and it did

came about. Numerous educators these days, the individuals who

considered with the typical school, in truth gained significantly more of what

current strategies offer at display. Old systems had results and showed to

be more viable, since is how we are developing inside this printed material.

26

To total up, the use of the most ideal method for learning sentence

structure is most on the capacity the instructors need to make the best

procedure for running it. For this can make a bond among instructor,

understudies and punctuation, the educational programs at Eloy Alfaro

Public school, ought to adjust more English class time, so the students can

beat the regular learning challenges to adjust the English language into

current classrooms.

2.3. DEPENDENT VARIABLE THE

WRITTEN PRODUCTION

Defining Writing

Writing has not been part of life for just a few years, it dates back to

the beginning of humanity that if it were not like this, no history would have

been told. In fact, many philosophers yet talked about it like Plato, Aristotle,

who defined in the best ways why writing is remarkable to humanity.

It is anything but easy to provide a clear definition of what writing is.

Partly this is because of the multiple meanings of English words and partly

because of the long history of writing and its great importance. At least six

meanings of ‘writing’ can be distinguished: (1) a system of recording

language by means of visible or tactile marks; (2) the activity of putting such

a system to use; (3) the result of such activity, a text; (4) the particular form

of such a result, a script style such as block letter writing; (5) artistic

composition; (6) a professional occupation. (Coulmas, 2015,p.1).

Coulmas, (2015) responds this concern of defining writing and

suggests situations that help to understand it in all its dimension.

Writing is a critical communication tool for students to convey

thoughts and opinions, describe ideas and events, and analyze information.

Indeed, writing is a life-long skill that plays a key role in postsecondary

27

success across academic and vocational disciplines. Effective writing is a

vital component of students’ literacy National Center for Education

Evaluation NCEE and Regional Assistance.

Writing, as far as NCEE, (2017) enounces, is the core of managing

a language correctly. Since it permits to express all what one wants, at any

time, in any time; to teach it from early grades make students create

unimaginable worlds of any particular subject. The long of making writing a

support for students at Eloy Alfaro public High, enables the enrichment of

culture and other interests for the students of 8th grade, in the same way it

might remark high status, without mentioning a new generation of new

writers that permit increase literature and literacy.

Jyi-yeon, (2009) refers to writing as the ability to be in contact and

aware of structures that benefit the good exposition of ideas by performing

on a paper. He describes writing as an ability and mentions that:

Writing is "the ability to adhere to style-guide prescriptions

concerning grammar, arrangement and punctuation" (Nunan,

1999:59), regardless of audience, purpose or context, working on the

assumption that a text can mean the same thing to all people only if

it is written explicitly. (Hyland, 2002)., mentioned by (Jyi-yeon,

2009,p.57)

Writing skill is a predictor of academic achievement and essential for

success in post-secondary education. Students need and use writing

for many purposes (e.g., to communicate and share knowledge, to

support comprehension and learning, to explore feelings and beliefs).

Writing skill is also becoming a more necessary skill for success in a

number of occupations. (Sedita, 2012,p.n/d).

For Sedita, (2012) writing is not only for the purpose of learning how

to write but for the benefit of creating more space in the students’ lives.

When learning writing in English, more expansive it becomes a mother

tongue. When an EFL student learn skills in another language, the real

28

language of his own also betters, not only in writing but other dimension.

That is to say, writing aids to better other abilities in the language learning

like to be more expressive, more dynamic when speaking or thinking and

even more creative in the moment of creating ideas.

It is teachers who are responsible for the way that learners acquire

language and how writing competence should be defined, writing might

sometimes reflect aspects which have little relation with the nature of writing

ability. (Jyi-yeon, 2009,p.54).

With this, giving teachers this responsibility, learners need to be

given samples of discourse to enable them find out "how to use their

knowledge of grammar in the construction of coherent texts (Nunan, 1999)

mentioned by (Jyi-yeon, 2009,p.54) and help them recognize the function of

sentences and paragraphs in discourse. Writing is not a collection of

separate sentences, but involves connecting interrelated sentences to

produce a coherent discourse. (Jyi-yeon, 2009,p.54).

Being reflexive to Jyi-yeon, writing is not something that must be

learnt alone, in fact there must always be a guidance for any process. In this

case, it requires the teacher to help the students in their first learning to

know from spelling till connectors. With these first steps, students can easily

overcome any other kind of writing in the future.

The process of changing inspirations into valuable message is what

writing stands for. To set message on a sheet or any other place that can

be used, even walls are used to sustain an idea. Then writing does not only

depends on a paper to be messaged, but the coordination of a world of ideas

that must be interlaced properly for the meaning can be got. In fact writing

is complex and requires being mastered, here grammar, spelling,

punctuation and organization of ideas need to be carefully used. This is the

main idea of this work to be set to the students of Eighth Grade at Unidad

Educativa Fiscal Durán High School, so they can become good at writing in

English and so in the mother tongue as is was exposed in former lines.

29

2.4. IMPORTANCE

The writing skill in the same way as reading, is a communication tool

in the development of essential education. It is important to remark that

students write for more than one reason, whatever it is texting, e-mailing,

tweeting etc, in fact sharing information with everyone in the world; in the

same way letting know feelings and even beliefs, writing implies to be

updated with technology and make use of the social webs that nowadays

invade society. This advantage of technology has made the use of writing

let everyone knows about happenings all over the world.

Writing skills help the learner to become independent,

comprehensible, and fluent and creative in writing, help learners put their

thoughts in a meaningful form and to mentally tackle the message in a

proper manner. When it comes to writing in a foreign language, it is even

more challenging. Writing English clearly is an important goal for all English

learners. It clarifies your mind and orders your thoughts, also represents

yourself well on paper.

According to Sim, the habit of writing goes a bit yonder of what one

can imagine. It represents one´s feelings and thoughts and even moods.

When it deals with writing in a foreign language, it has to do with the

challenge one gets immersed to create illumination. As writing is the tool of

expressing ideas, it can also be a tool for gaining great openings to future

economic status.

For Monirosadat Hosseini, Mohamad Ehsan Taghizadeh, Mohamad

Jafre Zainol Abedin, and Elham:

The ability to write well can have a profound impact on our lives.

Writing can be an art, but it is the task of the artist to create the

masterpiece. Without the competency and practice of basic writing

skills, neither proficient works of written art can be fictional nor can

30

any lives be influenced, (Currier, 2008). Mentioned by (Hosseini,

2013,p.2).

Considering Hosseini, (2013) learning to write is not only the way of

handwriting. It is up to the writer and its competence he/she has for

establishing ideas and imagination sculpted on a paper. That is the reason

why basic writing must be a prime in the learning of writing, in this case,

teachers should opt for good techniques and motivation for enhancing

students of eighth grade at Eloy Alfaro Public into the proper way of how to

write properly whatever the impulse is.

Hosseini, name Suleiman, (2000) who asserts that “writing is a

central element of language, any reading and language arts program must

consider the multidimensional nature of writing in instructional practices,

assessment procedures, and language development.”

Taking into account the former words by Suleiman, (2000) the writing

process aids in understanding basic and remarkable fundaments of writing

itself. For what Hand states that:

"You can have the greatest technical skills in the world, but without

solid communication skills, who will know and who can understand?"

This raises a concern about the progression of ESL instructions from

oral conversations to written prose. Awarded by Hosseini.

Writing is a fundamental ability that can profit students for any

moment of their lives. Working on writing in secondary grades, can

encourage certainty and a deep rooted love of writing. In fact, composing

aptitudes are critical for basic learners, it is necessary to give the students

a correspondent dynamic of appropriate structures that permit to engage

them into writing as a manner of keeping the will of expressing ideas when

writing profoundly.

31

Joseph Defazio, Jostte Jones, Felisa Tennant and Sara Anne Hook

in 2010, awards MacArthur in 1996 who described that computers could

support writing by students with learning disabilities by placing special

emphasis on applications that went beyond word processing. He found that

the basic processes of transcription and sentence generation, including

spelling checkers, speech synthesis, and word prediction, and grammar and

style checkers provided ample support for writing abilities.

Assuming MacArthur mentioned by Defazzio, in the level of

technology, writing is mostly seen in modernization. As a computer can

offer, departing from spelling and punctuation corrections, students can

easily construct the bond of ideas, but it comes to the talent that the union

of ideas onto a paper must have accurate and vision, then the use of a

computer can help but not that profound.

Writing causes youngsters interface with their general surroundings,

both on and off the page. Since composing requires the understudy to think

about gathering of people and reason, for instance, practice can enable the

student to apply similar contemplations to verbal correspondence. The

written work process, enables students to gain from each other. Making

these conditions at a youthful age instructs students to both acknowledge

and convey valuable feedback. Further, community composing ventures, for

example, making a class daily paper, empowers students to accomplish

composing objectives together.

TYPES OF WRITING

In an article posted in 2011, the author n/d, refers to five types of

writing that the researcher herewith considers it necessary to get noticed

the determination of giving good hinds in this work.

There are five kinds of writing. The first is expository writing. It is kind

of writing in which the purpose of writing is to explain or inform. The second

32

is descriptive writing. Descriptive writing is writing that serves to show,

describe something. The third is persuasive writing. It is kind of writing for

arguing or against an issue. The fourth is creative writing. Creative writing

is a vague term, but it includes fiction, poetry, drama, screenwriting,

autobiographies and more. And the last is narrative writing. It is kind of

writing that tells story and, in doing so, entertains or informs the reader.

Expository writing

This kind of writing has to do with the manifestation of explaining and

inform about any event. Whatever the content is dealt with, the writer´s labor

is to inform and expose happenings or situations that will permit the reader

to get acquainted to. This type might be used by the teacher so by eliciting

students to tell any event in order to practice writing.

Descriptive reading

Wilhelm, (2008) states that once students see something in their

minds, they find it much easier to write about. In addition, visualization

based on the five senses can engage students and improve writing skills.

Mentioned by Carter in 2015.

The descriptive writing has as a scope the engaging and consequent

exposition for the most part among the main assignments students must do

at home or in classes. It has to do with the portray of a significance, whatever

it is vacation, last summer, an exceptional protest, or a midyear get-away

where students, particularly EFL, experience issues of writing and describing

about any experience.

33

Persuasive Writing

Assuming Melly the persuasive writing declares the facility a person

has to convince or expose strong positions for an argument. This kind for

writing is mostly used in advanced students who already passed the learner

grades and became more than intermediate. However with the guidance of

a teacher, it can be a good chance to involve writing learners into pressured

writing that makes them think.

Creative writing

Creative writing could be “defined” broadly as the pursuit of artistic

ends through the written word. Fiction, non-fiction, poetry, creative non-

fiction, prose poem, memoir—the possibilities for the form that your writing,

and thus your message, may take are as diverse and numerous as there

are writers writing.

Creative writing, going a bit further, permits to find talents for then

being stimulated. In fact when teaching writing, a teacher can easily notice

the determination and abilities of a hidden student that with ideas can create

a new world of fantasy and poetry. Creative writing is something that the

teacher must stare at.

Narrative writing

For Melly (2006) narrative writing entertains and inform. While

teaching EFL writing, a student can easily learn more in his/her own mother

tongue then with a good writing teaching, they can become good writers for

34

any purpose. Narrative writing tends then to be more ideal when being

learnt.

Improving students’ writing skills helps them succeed inside and

outside the classroom. (NATIONAL CENTER FOR EDUCATION

EVALUATION AND REGIONAL ASSISTANCE, 2017. P.1.)

In concordance with the foregoing words, linguistic expertise that

needs to do with the capacity a student needs to create composing works

that have to be evaluated among numerous different masteries as a prime

run of getting a decent written work. The expressive aptitude that students

must handle with, needs the capacity to control, make, rate, and envision

sentences, making utilization of the proper grammar adequately, something

that must be established clearly by the teacher when enhancing writing in

the class. Apart from grammar, the mechanical ability, also needs to do with

the use of the correct accentuation and spelling in blend with different signs,

exceptionally essential when writing seriously.

Writing properly includes more than just recording unbelievably to

mind. It is a procedure that requires that the author contemplate the reason

for composing, arrange for what to state, arrange for how to state it, and

comprehend what the per-user has to know.

Epistemological Foundation

Gray, (2012) awards Easterby-Smith who pointed out that, having an

epistemological perspective is important for several reasons. It means the

overarching structure of the research including the kind of evidence that is

being gathered, from where, and how it is going to be interpreted. Secondly,

a knowledge of research philosophy will help the researcher to recognize

which designs will work and which will not. Mentioned by (Gray, 2012).

35

Getting acquainted of how meaning and concepts work, dealing with

epistemology in this context has permitted to notice the importance of

collecting information about every single part of the work.

Philosophical Foundation

Since ancient times the human being has been interested in learning,

knowledge has allowed him to evolve over time make significant

achievements and leaving indelible marks in history, it is true that education

has been the most important element in the development of being human.

With knowledge, essential life skills are acquired and this facilitates to satisfy

needs.

Communication through oral or written language is characteristic of

human being and without it, ideas, thoughts, desires or feelings are hardly

transmitted. Montemayor, (1998) coincided in saying that every language is

a definable linguistic system in the same terms as any other, with the

grammatical order necessary for a communication of complex range is

abstract, symbolic, metaphorical, imperative, expressive and lucid from a

particular phonological system; and Trudgill, (1974,p.20) indicated that "all

languages and all dialects, are equivalently good as linguistic systems."

Learning a second language is not an easy task, however it is

necessary in modern times to successfully face different aspects of life

whether student or professional, so learning the English language gives a

value added of the highest order in the qualities of any individual.

Because of the complexity of learning the English language, should

be seen the means used for this learning, Johnson, (1969) explained the

inclusion of more rational criteria in the selection of teaching material and

argued that students' knowledge should be valued to determine the time in

which the objectives would be met.

36

English Grammar

All language is characterized by obeying factors specific to the

language; Wisnes, (2016) explained that grammar as well as writing,

listening, reading and conversation is a very important aspect to learning

any language, including English. In the same way; the Vilcavaro language

school in Madrid (2015) stated that mastery of language grammar facilitates

the apprehension of the language; since we will be able to handle and

manipulate words and form units with meaning that allow us the oral

expression and be understood.

Written Expression.

The written expression in a certain way is the cover letter meant for

reader, therefore the rules and the grammatical structures of the language

must show elegance in each written paragraph, on another hand; the

grammar errors leaves the written ideas without effect because go missing

the orientation in the message meaning.

Zamora, H. (2009, p.33) stated that it must be accepted that the writer

summons the sources and the readers of his written production. It must also

be recognized that from the moment in which the author selects a topic and

assumes a writing purpose, he is being influenced by many voices behind

the chosen topic, and that he will have to appeal to others to put together

the structure and argumentation of his text.

Philosophy makes this contribution by providing frameworks for

understanding and generative ideas, methods of reflection and analysis,

and disciplines (exercises) for the cultivation of the capacity of reflection and

rational deliberation. It constitutes a mode of inquiry and a discipline that

enriches the capacity for reflection and rational deliberation, and hence it is

37

essential for both democracy and the study and practice of education in a

democratic society. (Snauwaer, 2012,p.77).

Dealing with philosophy in education, it is rational to be aware of its

basic steps for the realization of a project work that identifies academic

writing and justifies the investigation that permits get a bit further of what

one expects. The ideas and ancient information permit to compare and get

to relevant conclusion for the execution of this work and its intention of giving

hints for correcting some erroneous situation about grammar and writing in

the students of eighth grade at Eloy Alfaro Public high.

Sociological Foundation

(J. Núñez, 2003,P.22) English increases its importance by erecting

itself in a frank language with impacts in all areas of knowledge and spheres

of life in the current processes of economic globalization and

internationalization.

The development of people is linked to social interaction, the degree

of relationship between people turns out to be of great consideration, within

the social margin manifest important aspects of daily life.

As the world evolves, human beings evolve as well; technology, the

economy, and all social factors force us to change at an accelerated pace

Democratic societies in which we live demand ever more thoughtful and free

citizens of dangerous ideas that could impair its performance, therefore, we

must make reading a permanent habit, turn the act of reading a pleasant,

rewarding and sharing time. Lee, (2012,p.n/d).

Lee, (2012) specified that, advanced society requires significant

changes in the instructive framework make it shabby and available as well

38

as consolidating encounters that change the educating learning in inventive

instructing assets.

2.5. LEGAL FOUNDATION

According to the Constitution of the Republic of Ecuador about

Rights of the Good Way of Living in section five said:

“Article 26. Education is a right of people throughout their lives and

an unavoidable and mandatory duty of the State. It constitutes a

priority area for public policymaking and state investment, the

guarantee of equality and social inclusion and the indispensable

condition for the good way of living. People, families and society have

the right and responsibility to participate in education.”

All Ecuadorians have the privilege to get a decent training, it can be

open or private. Our constitution ensure the simple access to the training,

nobody can deny the instruction to the kids or adolescents and the general

public help the educative framework that be created in our nation. Every

student has the chance to pick up as indicated by their own particular

exertion and their condition yet with a similar substance and expertise to

create.

Article 343. “The national system of education will have as purpose

the development of individual and collective capacities and potentialities of

the population that facilitate the learning, and the generation and use of

knowledge, technical, knowledge, arts and culture.

The Constitution ensures the privileges of all Ecuadorians, the free

access to the instruction that each student has. Additionally they have ideal

to the quality and reasonable training. Nobody can be rejected of any

educative establishments and uncommonly open ones to consider free.

39

CHAPTER III

METHODOLOGY OF RESEARCH

3.1. RESEARCH DESIGN

This research project is aimed to be real and remarkable as it is

sponsored by well stated methods of investigation as well as, the support of

information taken from other works that consolidate this one a valuable.

The design of an investigation is like the glue that holds together all

the elements in the proposed research (Trochim & William, 2001). For

Trochim & William, this project work with a structure that holds the

framework of a building, it allows efficiently to find the most vital pieces of

information in particular parts for a superior association of ideas.

The aim of this research is to encounter replies to the many inquiries

by means of the application of methodological steps in order to find possible

answers and accurate data that can take to the solving of the problems

exposed before.

For its motivation, this work has been composed with the necessity

that the experts of the staff of theory has embraced for the elaboration of

the primary degree venture. In here, new learning strategies have been

considered so students can know different methods for taking in the EFL.

This project work herewith, is all around organized and is brimming

with great statements that allow to understand the veracity of it. For a

superior comprehension, the analysts here, have the opportunity to

measuredly propose the best data to traverse different patterns and schools

that allow give strong premise to the acknowledgment of this work.

40

As Kothary, (2004) indicates that any compilation of investigation

should be considered as a long journey to veracity. This work remarks the

best information that will take to master the problem as it was mentioned in

chapter one dealing with grammar and writing.

3.2. TYPES OF RESEARCH.

To start with portray that the data will be accumulated from where the

issue takes base and that is Unidad Educativa Fiscal Durán with the

students of Eighth year of basic education. Here will be utilized the

descriptive and the exploratory research that will allow enounce what the

issue is and its priority.

This research will contain some critical methods for look into

strategies that will permit to lead to a straight line, for the better

centralization of the data.

DESCRIPTIVE

Before becoming acquainted with how to manage the cost of the

issue, it is vital to depict what the issues are and why they happen. With the

unmistakable research, as per Ruiz (2010), we can have an exact photo of

the earth where the circumstances of insufficiency are being occurred.

Any measure or investigation of the issue can be seen by depicting it

in every one of its sides. Here it is essential to enounce Unidad Educativa

Fiscal Durán where part of the depiction as a start is appeared. The students

of Eighth year speak to the next part since it is observable to see at first

sight the absence of consideration they have when managing the English

teaching. With this portrayal, it has possessed the capacity to go to the outer

attributes of the investigation, for example, guardians, the building staff,

process, strategies that will get saw for a right translation of the examination.

41

EXPLORATORY

In the meantime, before describing, it is important to show that by

exploring and getting into the within, is what have this work come true.

Papers, lists and psychological briefs have given other symptoms of the

problem. By challenging into this information taken from the records of the

high school, and according to Jose. (2010)., who mentions that while

exploring is when a researcher gets through clues that give you more

information and give hints of how could be the best way to assist the

students.

By exploring is how we come across with situations that allow us to

conclude problems, its reason and its cure. The exploratory research

enables to precisely define the problem research, as well as formulating

hypotheses, with relevant variables and find them ideal to the development

of the investigation. Plus, it provides the needed information to get

approached to a phenomenon.

3.3. POPULATION AND SAMPLE

POPULATION

Hanlon and Larget. (2001)., describe population as all the individuals

or units of interest; typically, there is not available data for almost all

individuals in a population.

The population in this work is concerned with 600 students at Unidad

Educativa Fiscal Durán High School from where ordinary elements will be

taken to obtain the minimal happenings to face the truth and so give

solutions to the real problem of the English learning.

42

As a universe, it is incorporated students of different courses that

additionally get the English language as a subject and that is protest of the

aim of this research. Accepting what Hurtado, 1998 notices that the universe

is the populace educated of the examination as an unmistakable

accumulation of people or questions that have comparable qualities.

SAMPLE

A sample is a subset of the individuals in a population; there is

typically data available for individuals in samples. Hanlon., Larget. (2001).

A sample is an agent part of a populace whose attributes must be

duplicated in it. For this context, the sample herewith will correspond to the

1% of the entire that compares to 60 students as an insignificant part.

Tamayo alludes to sample as a show of people that is taken from the

whole, it is the most ideal approach through this work with stated pieces of

information that will be valuable for experiencing the best news for offering

answer for this issue.

If a sample is representative of a population, then statistics calculated

from sample data will be close to corresponding values from the population.

43

STRATUM

In this work, the sample here will be exposed to sixty students, five

teachers and one representative of the authorities.

TABLE 1

UNIDAD EDUCATIVA FISCAL “DURÁN”

STAFF UNIVERSE SAMPLE

Directives 1 1

Teachers 25 5

Students 600 60

TOTAL 626 66

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

44

TABLE 2 VARIABLE

OPERATION MATRIX

Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

VARIABLE

DIMENSIONS

INDICATORS

GRAMMAR DEFINING GRAMMAR

➢ Basic own capacity.

➢ Ideal intrinsic competence

➢ Typical teachers´questions.

➢ Readiness of a class

IMPORTANCE ➢ Association of errors to assume

grammar.

➢ Accuracy in utilization

➢ Control of communication

ADVANTAGES

➢ Grammar as a scaffold.

TYPES OF GRAMMAR

➢ Explicit

➢ Implicit

➢ Pedagogical

➢ Mental.

➢ Transformational

➢ Systemic-Functional

➢ Prescriptive and Descriptive

STRATEGIES ➢ Methods ➢ Techniques

WRITTEN PRODUCTION

DEFINING WRITING ➢ As a critical communication

➢ Core of a language

➢ The way to be in contact with

structures.

IMPORTANCE

➢ Create Independence in the

learner.

➢ Produce a profound impact in

students´ lives.

➢ Writing as a central element of

language.

TYPES OF WRITING ➢ Expository ➢ Descriptive ➢ Persuasive ➢ Creative ➢ Narrative

45

3.4. RESEARCH METHODS

EMPIRICAL METHOD

The empirical research methods are a class of research methods in

which empirical observations or data are collected in order to answer

particular research questions, they can also be useful in answering practical

questions. Moody. (2002).

According to Moody, makes notice that the empirical way in a

research implies the recollection of many kind of questions that might be

taken at random and in advance and in the same way, replied as they are

being self-questioned.

In fact, when running a research, one must be objective and not

wistful, the thinking and rationale as Kothari once mentioned, must be

intrinsic at the time of systematizing the advancement thoughts. The diverse

strategies that will be connected in this exploration, are the referenced by

the authorities and councilors of Universidad de Guayaquil who are the

controller of the acknowledgment of this venture work.

The empirical research inside this work has empowered the office to

get nearer to where the wonder has been question of this core interest. With

the empiric strategy the examination has profited itself with coordinate

inquiries that turned into a base for running with the primary thoughts at Eloy

Alfaro Public School with the students of eighth year who fundamentally

gave us clues to go over with the happenings of the English learning.

The Qualitative and the quantitative methods

The qualitative research is typically concerned with inductive analysis

of a social reality with a descriptive and exploratory orientation Guest.

46

The use of the qualitative method permits to select from several

sources the most appropriate information as from books, internet, and

precisely from in-situ data that permits to compare and overcome any

documentation that may cause a contradiction with information collected in

advance.

The qualitative methods tend to be more appropriate in the early

stages of research (exploratory research) and for theory building. Moody.

(2002).

For Moody, (2002) data in the form of text, images, sounds drawn

from observations, interviews and documentary evidence, belongs to the

qualitative data analysis methods.

On the other hand the Quantitative deals with the collection of

numerical data its analysis using statistical methods to explain a

phenomenon, in its extreme form assumes that there exists only one single

reality about a social phenomenon which is not influenced by researchers

in any way Muijs. (2010).

Both qualitative and quantitative technique are connected in this

exploration for keeping an efficiently track of what it is required for the

execution of this work, leaving from the need of getting a handle on the best

possible data for additionally being dissected. These two techniques

expects of much consideration at the time of planning the particular inquiries

to get past the center of the wonder as profoundly as vital.

The Statistical Method

As this exploration come to fruition, numerous have been the

necessities of finding the most ideal approach to satisfy with ideas and

definition for a superior comprehension. For this reason the term statistics

alludes to a numerical recipe for making an exploration attainable and

sound. Insights is basically a branch of connected science, and might be

47

viewed as arithmetic connected to observational information. As in other

numerical examinations a similar equation is similarly important to broadly

unique gatherings of topic.

Statistics is the science of designing studies or experiments,

collecting data and modeling/analyzing data for the purpose of

decision making and scientific discovery when the available

information is both limited and variable. That is, statistics is the

science of Learning from Data. (Ott and Longnecher, 2010, p.2)

For Ott & Longnecher, (2010) statistical method is the science and

routine with regards to creating human information using experimental

information communicated in quantitative shape. It depends on measurable

hypothesis which is a branch of connected science. Inside measurable

hypothesis, irregularity and vulnerability are displayed by likelihood

hypothesis.

The data obtained from the students of eighth grade at Eloy Alfaro

Public High School is exceptionally important for the purpose of this

investigation, in the wake of being measurably dissected by numerical and

Licker scale, it will be remarked appropriately without expecting any level of

the examination as such, however being so objective, so the student can

have an additional sentiment of what is being proposed to the solutions of

this concern.

3.5. TECHNIQUES OF RESEARCH

SURVEY

Interviews and surveys are two ways that you can gather information

about people’s beliefs or behaviors. With these methods, the

information you collect is not first-hand (like an observation) but

48

rather “self-reported” data, or data collected in an indirect manner.

Surveys are particularly useful to find small amounts of information

from a wider selection of people in the hopes of making a general

claim. Linn. (2011).

This study is an exploration led to any sample taken from an entire

as it is difficult to do this sort of data securing from numerous individuals.

The survey is simply done to a sample or illustrative of a substantial

gathering with similar attributes' concern of a universe, that happens with

regards to regular day to day existence utilizing institutionalized inquiries,

so as to acquire quantitative estimations.

The survey herein, will be done to sixty understudies from

indistinctive rooms of total of students at Eloy Alfaro Public Highs School.

This will enable to get acknowledge to be put into analysis and then into

consideration for the assumption of concern comments with liable output for

then follow the proper suggestions to the possible solutions.

INTERVIEW

Interviews are best used when you want to learn detailed information

from a few specific people. Interviews are also particularly useful if

you want to interview experts about their opinions, as Jared did. In

sum, use interviews to gain details from a few people, and surveys to

learn general patterns from many people. Linn. (2011).

What makes the interview different from a conversation is that it is

designed for a specific purpose, Keats. (2000). It requires careful

preparation, much patience, and considerable practice as it

constitutes a type of fishing to enter the interviewee’s world or

understand their construction of reality, which cannot be observed.

Mentioned by Ok., Kwan. (2015).

49

Assuming (Ok & Kwan,2015)

An interview goes a bit long from a simple discussion, it is the way

the questioner gets into the interviewee to obtaining more considerably data

that is now known. The data will be assembled by methods for open

inquiries and the best possible answers conveyed by the specialists and

educators of Eloy Alfaro Public High School. Three very much arranged

open inquiries will be done to likewise be broken down and remarked for

overcoming the conclusion and the suggestions. They will be educated

appropriately for the normal experience and the inquiries sheets will have

the logo of the Faculty of Philosophy as a reinforcement of the exploration.

QUESTIONNAIRE

The request herewith have been related to the students of eighth

grade, the authorities and the teachers of the English area of Unidad

Educativa Fiscal Durán the teacher who will be assessed correspondingly.

The request to the specialists will be evaluated absolutely so there can be

more comments and extra information. For this purpose, the questionnaire

is the most significant instrument for getting to where one needs to address.

For a decent data to be got, great inquiries must be discharged at that point.

The inquired people specified above will be the recipients, they are the ones

from where data will be acquired.

Questionnaire design is a multistage process that requires attention

to many details at once. Designing the questionnaire is complicated

because surveys can ask about topics in varying degrees of detail.

Creating good measures involves both writing good questions and

organizing them to form the questionnaire.

50

The Likert-type scale

For the purpose of this work, the authorities of the faculty of

philosophy have sponsored the utilization of the Liker scale for dealing with

original analysis of the results obtained from the interviews and surveys.

The Likert scale is the most generally utilized way to deal with scaling

reactions in overview inquire about, to such an extent that the term is

regularly utilized reciprocally with rating scale. When reacting to a Likert

survey thing, respondents indicate their level of understanding or

contradiction on a symmetric concur differ scale for a progression of

explanations. In this way, the range catches the force of their affections for

a given thing (taken from wikipedia.com).

The sixty students will be surveyed by the usage of the Likert-type

scale, that will permit to analyze their feelings about the proposal and the

problem

CHI SQUARE

The survey will be conducted to the sixty students of eitghth grade at

Eloy Alfaro public High School, within the Likert-type scale, that will consist

of close and open questions. Its aim is to let the reader know how important

is the relation that exists between the two variables and the benefits for the

possible application of the proposal.

51

APPLICATION OF THE INSTRUMENTS OF INVESTIGATION

SURVEY TO THE STUDENTS

WRITE AN “X” IN THE BOX ACCORDING TO YOUR OPINION

A.- Totally agree (TA) C.- Disagree (D) E.- Indifferent (I)

B.- Agree (A) D.- Totally disagree (TD)

TABLE 3

STATEMENTS TA A D TD I Total

1. The teacher hardly ever uses grammar techniques.

0 5 10 40 5 60

2. It would be advantageous to write in the English language, by making use of writing techniques for learning grammar

34 15 5 6 0 60

3. Learning resources are certainly low to improve the English written production.

50 5 0 5 0 60

4. The students long for reinforcement

as motivation to overcome the writing

skill.

35 10 6 9 0 60

5. Full writing activities will encourage students in the written production.

20 16 9 10 5 60

6. Grammar activities should be constant to enhance the students to learn English properly.

45 10 2 3 0 60

7. Written production is an essential

ability in both mother tongue and foreign

language.

30 15 5 10 0 60

8. The proposal within Grammar exercises are an opportunity to improve the written skill.

20 16 10 13 1 60

9. The use of a booklet with proper written exercises result a facility to get through the written production.

27 18 5 5 5 60

10. The writing skill should be exposed in every activity of EFL process to encourage the students.

30 20 5 5 0 60

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila, and Malo Chumbi Andrea

52

INTERVIEW TO THE DIRECTOR

1. What do you think about English learning-teaching process as an

advantage for the students in this institution that you head?

2. In what way do you think the English learning through the written

production will aid the students to enhance their EFL learning?

3. The proposal herewith consists of the creation of a booklet with

English grammar drills to engage the students into writing as a

remarkable way to improve their social life. In what way do you think

it would be profitable to apply the proposal?

INTERVIEW TO THE ENGLISH TEACHER

1. Would you agree to support this proposal as an aid for the English

students?

2. Why would you consider this proposal will give the students an extra

support for the development of the written production?

53

A- Serie

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students Course: 8th

Question 1: The teacher hardly ever uses grammar techniques?

TABLE 4

CHART OF FREQUENCY 1

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 0 0 %

B- Agree 5 8 %

C- Totally disagree 40 67 %

D- Disagree 10 17%

E- Indifferent 5 8 %

Total 60 100

GRAPHIC No. 1

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The students consider that the teacher does not involve them

into grammar techniques. Clearly it can be seen the neglect on both sides,

which it would a good thing to get rid of outdated techniques. It is important

to assume that any techniques can psique-up good emotions from students

and so be more manageable.

Series1; E- ; 8% s1; ;S0e%ries1; B- ; 8%

17%

A-

B-

C-

D-

E-

Series1; C- ; 67%

54

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 Students course: 8th

Question 2: It would be advantageous to write in the English language,

by making use of writing techniques for learning grammar?

TABLE 5

CHART OF FREQUENCY 2

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 34 57%

B- Agree 15 25%

C- Totally disagree 6 10%

D- Disagree 5 8%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 2

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The teacher should vary techniques to teach grammar. The

students consider that they need strategies to get confidence. Writing

betters the language, then the importance of allocating new grammar

techniques for its purpose.

Series1; D- 5; 8%

Series1; C- ; 6; 10%

; Series1; E- ; 0;

0%

Series1; B- ; 15; 25%

Series1; A- ; 34; 57%

A- B- C- D- E-

55

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students Course: 8th

Question 3: Learning resources are certainly low to improve the English

written production?

TABLE 6

CHART OF FREQUENCY 3

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 50 47%

B- Agree 5 23%

C- totally disagree 5 25%

D- Disagree 0 5%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 3

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT The students are totally mindful that taking in a foreign language

must have adequate assets to make classes all the more intriguing and

critical. The experts and the instructors should likewise know about this

insufficiency so the understudies can learn in a fun and energetic way.

Series1; D- ;

Series1; C- ; 8%

0%

Series1; E- Indifferent;

0%

Series1; B- ; 9%

A-

B-

C-

D-

E- Indifferent

Series1; A-; 83%

56

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

.Sample: 60 students Course: 8th

Question 4: The students long for reinforcement as motivation to overcome

the writing skill?

TABLE 7

CHART OF FREQUENCY 4

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 35 58%

B- Agree 10 17%

C- Totally disagree 9 15%

D- Disagree 6 10%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 4

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The respondent shows that it is important to connect with the

EFL instructing with different kinds of fortifications. The significance of the

above approach permits the remote dialect fundamentally creating

fundamental abilities and permitting adapt all the more successfully and

productively with the earth.

Series1; E- Indifferent; 0%

Series1; D- Disagree; 10%

Series1; C- Totally disagree; 15%

Series1; B- Agree; 17%

Series1; A- Totally agree;…

A- Totally agree

B- Agree

C- Totally disagree D- Disagree

57

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students Course: 8th

Question 5: Full writing activities will encourage students in the written

production?

TABLE 8

CHART OF FREQUENCY 5

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 20 33%

B- Agree 16 27%

C- Totally disagree 10 17%

D- Disagree 9 15%

E- Indifferent 5 8%

Total 60 100%

GRAPHIC No. 5

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The students consider in direct rate that exercises for

composing will build their level in the EFL instructing, it is important to accept

the accountability that with these activities the English learning will show

signs of improvement comes about.

Series1; E- Indifferent; 5;

Series1; D- 8%

Disagree; 9; 15%

Series1; A- Totally agree;

20; 33%

Series1; C- Totally

disagree; 10; 17%

Series1; B- Agree; 16; 27%

A- Totally agree

B- Agree

C- Totally disagree

D- Disagree

E- Indifferent

58

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students Course: 8th

Question 6: Grammar activities should be constant to enhance the students

to learn English properly?

TABLE 9

CHART OF FREQUENCY 6

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 45 75%

B- Agree 10 17%

C- Totally disagree 3 5%

D- Disagree 2 3%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 6

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: In fact, the utilization of sentence structure procedures will

enable the students to unite their trust in the English language learning.

Truth to be told, any interesting systems could take the class to a vital

advancement.

D- Disagree 3%

E- Indifferent 0%

C- Totally

5%

B- Agree 17%

A- Totally agree

B- Agree

C- Totally disagree

D- Disagree

E- Indifferent

A- Totally agree 75%

59

sag ree

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

.Sample: 60 students Course: 8th

Question 7: Written production is an essential ability in both mother tongue

and foreign language

TABLE 10

CHART OF FREQUENCY 7

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 30 50%

B- Agree 15 25%

C- Totally disagree 10 17%

D- Disagree 5 8%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 7

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The acknowledgment of the students on this inquiry,

demonstrates that they know about the pertinence of composing capacity.

The instructor should exploit this worry, it would be a chance to connect with

the students into the composition learning.

D- Di E- Indifferent 8% 0%

C- Totally disagree 17% A- Totally agree

B- Agree

A- Totally agree C- Totally disagree

50% D- Disagree

E- Indifferent

B- Agree 25%

60

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students. Course: 8th

Question 8: The proposal within Grammar exercises are an opportunity to

improve the written skill?

TABLE 11

CHART OF FREQUENCY N° 8

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 20 33%

B- Agree 16 27%

C- Totally disagree 13 22%

D- Disagree 10 17%

E- Indiferent 1 2%

Total 60 100%

GRAPHIC No. 8

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: The teacher has the must to open new chances and strategies

to develop the students´ vocabulary in an optimum way for they can take

advantage of the benefits of the writing skill.

D- Disagree E- Indiferent

17% 1%

A- Totally agree A- Totally agree 33%

B- Agree

C- Totally disagree

C- Totally disagree 22% D- Disagree

E- Indiferent

B- Agree 27%

61

sagree

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students Course: 8th

Question 9: The use of a booklet with proper written exercises result a

facility to get through the written production?

TABLE 12

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 27 45%

B- Agree 18 30%

C- Totally disagree 5 8%

D- Disagree 5 8%

E- Indifferent 5 8%

Total 60 100%

GRAPHIC No. 9

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: It is essential to see that it is so valuable to utilize particular

strategies to cultivate the enthusiasm of the students in taking in another

language and with it, saddle the contribution in the written work ability.

E- Indifferent D- Di 8%

8%

C- Totally disagree

9%

A- Totally agree

B- Agree

C- Totally disagree

D- Disagree

E- Indifferent

B- Agree 30%

A- Totally agree 45%

62

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 60 students. Course: 8th

Question 10: The writing skill should be exposed in every activity of EFL

process to encourage the students?

TABLE 13 CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally agree 30 50%

B- Agree 20 33%

C- Totally disagree 5 8%

D- Disagree 5 8%

E- Indifferent 0 0%

Total 60 100%

GRAPHIC No. 10

Source: Unidad Educativa Fiscal “Durán”. Elaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

COMMENT: It is of incredible significance to always rouse and engage the

students to increase new encounters in a foreign language by giving fun in

the standard exercises.

Series1; C- Totally

disagree; 8%

Series1; D- Disagree; 8%

Series1; E- Indifferent; 0%

Series1; B- Agree; 34% Series1; A-

Totally agree; 50%

A- Totally agree

B- Agree

C- Totally disagree

D- Disagree

E- Indifferent

63

3.6. CONCLUSION AND RECOMMENDATION

CONCLUSION

Despite the many attempts of motivating students, it was possible to

notice that the students do not feel like engaging with a new language. In

the first instance, the students do not see any aid or well-motivated

instructions by the teacher.

The analysis herein shows up that the students are longing to start

out with new programs that permit them get acquainted of the importance

and how relevant it is to master a new language. Since technology is not a

fact in the institution purpose of this research project, the students can only

know the use of their cellular, an incredible opportunity to take advantage

of.

64

RECOMMENDATION

It is expressed that fatigue is not the motivation behind why the

students do not coexist with the written work expertise. For this situation,

the instructor should give different alternatives, similar to strategies, and

different apparatuses so they can feel daring when making the written

exercise.

Each movement ought to be considered with past care so the

students do not fear of practicing with new material.

The educator ought to not generally utilize a similar material, the

normal that makes with it, ought to be overseen in different ways. For this,

the specialists must know about the need their staff long to. The enrollment

to workshops, courses would be favorable position that the instructors ought

to acknowledge as a major move for drawing in students into learning the

English language. The written work capacity is a pleasant ability that ought

to be instigated with exactness and properly. Educational programs must

begin the ability of getting through, however the students with greatness and

concern, can feel included and traded off.

The Teacher ought to dependably persuade and make new

composed activities in the classroom, and in addition give the understudies

additional exercises to work at home. Then again, experts and English

educators ought to restore the educational modules with crisp systems that

urge the understudies to dependably be inspired, for what it is critical to give

more discussion classes to likewise impetus alternate capacities previously

traversing the written work aptitude drills.

65

CHAPTER IV

THE PROPOSAL

DIDACTIC GUIDE OF EXERCISES WITH GRAMMATICAL STRUCTURES

4.1. BACKGROUND

The need of making another preferred standpoint for the students of

Eighth Grade at Unidad Educativa Durán that favors and expands the

writing capacity through this work is, the extent that this examination comes

to fruition, a pertinent preferred standpoint as a commitment for the

understudies. The composed ability, is a procedure that empower anybody

to deliver thoughts with exactness for individuals who adores perusing. For

what, because of its countless advantage, it is considered as an imperative

capacity that each pupil must upgrade as an inborn esteem. Subsequently,

a very much arranged procedure with appropriate inspiration, ought to be

held to evoke the enthusiasm of students at first and educators furthermore

so the subject can have positive consequences of the English as a remote

language instructing learning process.

RATIONALE

Throughout the writing process, it is important to be aware of many

choices of grammatical structure drills for the utilization of creating

sentences. Herein there will not exist grammar rules with the only purpose

that the students can focus on the building of new ideas and not the rigid

way of following rules to write, for what this work is aimed to emphasize on

grammatical structures only. By making analysis and process control of the

students writing, it will be determined the best structure of the applied

exercise.

66

By applying works out, both educators and students will academically

impact in the accomplishment of good systems to enhance writing abilities.

Furthermore, this proposition will lead as a guide as a corresponding asset

pointed in the improvement of suitable linguistic structures in the English

classes, where the students of eighth grade at Unidad Educativa Durán can

feel connected with and traded off in the EFL.

Also it is important to mention that it is critical to build up that most

educators do not coexist with curricular materials in the English language

learning process, particularly for the written work mater, influencing their

session to wind up exhausting separated from the inadequate material,

making the English taking in a characteristic of obliviousness in the

classroom that merits for the benefit of experts, an aggregate supervision

for the right help of the students per-se.

With all the prior words, it is potential to incorporate everybody that

removes a portion of the instructive procedure keeping in mind the end goal

to give certainty and inspiration. Through this proposition, it is normal that

foundation demonstrates intrigue effectively in its advancement for the

advantage of the students.

4.2. DIAGNOSTIC OF PROPOSAL

In the wake of having taken care of with the overviews to the

students, ways to deal with the experts inside the meetings and perceptions

too, it was possible to acquire applicable data that influenced this work to

be perfect for improving the understudies into a prime methodology to

coexist with the issue in the way it was normal. Separated, the examination

with the investigation of the hypothesis of previous specialists gave us the

most splendid clues for supporting this proposition in which the diverse

67

techniques, and devices will be part and will help the understudies in their

school matters.

The exploration herewith has taken to the conclusion that it does

make a difference to evoke students inside language structure exercises.

The review mirrored a need the students of eighth grade at Unidad

Educativa Durán have to learn English in another way. Amid the

examination of this work, numerous writers concurred in the improvement

of the writing ability through syntactic structure; this can be of good

achievement on the off chance that it is considered in the right route as this

paper proposes. The inquiries that were appropriated amid the meeting to

the instructor and experts toss particular thoughts and concordant positions

that together with the sentiment of this examination, it can be conceivable

to set up a bond among students, educators and specialists. Additionally,

desires were accepted as well as negative methodologies that agreed inside

the perceptions initially got and uncovered in part one, that allowed

understood that in actuality there existed as well as in most state funded

schools where English is educated.

With this, it effortlessly took the determination that with an issue, an

answer for be comprehended exists. The plan of using grammatical

structure activities enhance the creation of writing properly is not just the

commonplace booklet with exercises that everywhere wind up dreary. We

are exceptionally expected to forfeit the exertion in giving the best activities

taken from the best source to dependably keep the students´ inspiration up.

68

4.3. OBJECTIVES OF PROPOSAL

GENERAL

Establish that this proposal is feasible and practical because it will

have complementary exercises supported by grammatical structure to

better writing impetus of the students of 8th grade at Unidad Educativa

Durán.

SPECIFIC

Demonstrate that grammar structures drills is an advantage to put

away the inattention of the students in the writing skills program.

Evaluate the total program proposed herein to contribute to the

correct manipulation of the syllabus to arise the interest of the students of

Eighth Grade at Unidad Educativa Durán in the writing ability.

4.4. FEASIBILITY

FINANCIAL

The proposition ended up being economical, appropriate and practical

since with the human backings and assets gotten from numerous sources,

it could deal with itself. Among the fundamental measure of costs, there is

the photocopies, transportation, web at cybergs, that made this work as

confident as could be allowed. This is to tell individuals that keeping in mind

the end goal to coexist with tackling issues, no costs can be surpassed

69

however simply the need of making cognizance of ordinary issues that can

be explained effortlessly and with no further costs.

TECHNICAL

Numerous innovations gadgets have been utilized to seek after data

right now. Innovation these days allow to keep contact with information and

writing to instantly get the most significant thoughts to be perfect to the

subsequent issue of writing at Unidad Educativa Durán.

PC, workstations, cell phones, books on line, you tube, and other

social networks empowered to acclimate of the fact that we are so near

data.

Then again, the space of this transformative framework, allowed

access to wellspring of logical culture that gave us for all time the

fundamental apparatuses to be nearby and be advantageous to the

formation of thoughts and different capacities that amid the way toward

exploring allowed to extend the criteria to larger amounts of the composed

development.

HUMAN

Among the HR, we can say all the staff of the organization, felt the

need of getting somewhat a long way from our desires. English instructors,

and students as such got a straight standing and position with the aggregate

help of their advantage and consideration. Since they would be the principal

beneficiaries, they permit to cooperate with every one of the systems used

70

for getting data. Nothing can substitute the individual approach and the glow

of individuals that encompass you when taking a shot at a particular reason.

The people group, the guardians and individuals of the surroundings

likewise focus and helped with whatever we expected to exceed

expectations this venture up. We are certain that the coordinated effort of

theirs will be of extraordinary incentive amid the fore-coming days of study.

Human ability and its branches have made this work conceivable. The

offices, the help, the eagerness imparted to the feeling of leaving such a

work, to the point that will profit the students at Unidad Educativa Durán is

of awesome thought and consistent thankfulness from experts and the

specialists herewith..

At last, the specialists are exceptionally mindful that students and

instructors can coexist with an aggregate training that may add to the

execution of an equivalent society with benefits for everybody with glad and

respect. With composing and a settled procedure of instruction, the

understudies will rise up out of the base of instructive disregard to be a piece

of a widespread group of new patterns, innovation and different advantages.

4.5. DESCRIPTION OF THE PROPOSAL

The proposition of this work comprises of the formation of a guide

with syntactic structure works out, it is expected to help both instructors and

students in the educating learning procedure of EFL. The guide is relied

upon to give indications and offices for the improvement of the composed

generation, with the innovativeness and creative energy of pictures, that

with the words worked ahead of time, will build up a strong English learning.

71

Similarly, the guide will be stretched out to the educator to be utilized

as a work instrument that will build well ordered the diverse composition

stages, thus, the students will have the capacity to examine the numerous

procedures as systems to see how and what they are composing with adjust

utilization of the language structure and accentuation marks. The guide,

object of this proposal, will be divided in five units where vocabulary,

grammar and writing techniques will at first sight be the core for getting

through the main object of the proposal. This will be supported by short full

stories of real situations, especially domestic ones related to the daily living

of the students where they can feel comfortable and motivated and with no

hesitation. True stories are very assorted by the students when they are well

imparted. Vocabulary and grammar will be explained constantly with real

exercises, involving the students to get along with their own situations.

Also filling with elemental grammar and punctuation, will allocate the

students into an important moment of dealing with writing. There will be an

acclimation of the missing words keeping in mind the end goal to give the

students insights to help them for the following activities. The exercises will

comprise of leaving gaps so the students can think which word is the best

that fits. Also, those words will be bolstered with pictures that will recount a

self-story that must be filled. At long last, the understudies without anyone

else's input will deliver their own particular composition by having as a guide

the activity they did previously.

That is the best way to explain how writing is useful to teachers and

students at the same time, elementary writing activities in order to improve

the writing skills must be the best way to improve writing.

72

4.6. CONCLUSION

The guide with essential sentence structure will enhance the

improvement of writing in the students. With the outcomes, we will have the

capacity to exhibit that it is principal for the educators to center around the

understudies' issues, by communicating the tricky and dealing with how to

manage it and fathom it.

It was demonstrated that the proposition is reasonable for the

accomplishment of the arrangement of the issue. The suitable use of the

systems and methodologies can and should be up to the instructor need,

the students can without much of a stretch give the way they need to be

educated and how, so the educator must be constantly mindful of these

signs that will make the showing session a decent affair.

Composing is not the main thing to be prepared, with it, alternate

capacities must be considered. At that point with this proposition, we are

planned to center around parallel abilities and not work in entire

disconnection with the keeping in touch with one. This is the motivation

behind why this guide needs to do with methodological help that can

facilitate the understanding introduced in the content.

It is essential to focus on motivational methodologies that can energize

the students' vocabulary as an imperative part in the intellectual procedure

which will stimulate their enthusiasm to create creative energy and basic

reasoning for then they can avert run of the mill issue whatever in sentence

structure and with accentuation.

73

4.7. REFERENCES

Afrin, S. (2007). Teaching Grammar Creatively at Elementary Level,

Department of English and Humanities of Brac University, retrieved from

http://dspace.bracu.ac.bd/bitstream/handle/10361/151/Teaching%20gram

mar%20creatively%20at%20elementary%20level.PDF?sequence=4

Bijami, M. (2013). Peer Feedback in Learning English Writing:

Advantages and Disadvantages, School of Languages, Literacies, and

Translation Universiti Sains Malaysia, 11800 Penang ,retrieved from

http://www.macrothink.org/journal/index.php/jse/article/viewFile/4314/3623

Carter, K. (2015). Teaching Descriptive Writing through

Visualization and the Five Senses, p.37. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1065665.pdf

Coulmas, F. (2002). Writing System An Introduction to their

Linguistic Analysis ,Cambridge University Press,retrieved from

http://assets.cambridge.org/97805217/82173/excerpt/9780521782173_exc

erpt.pdf

Defazio, J., Jones, J., Tennant, F., Anne, S. (2010). Academic

Literacy: The importance and impact of writing across the curriculum

Journal of the Scholarship of Teaching and Learning, Vol. 10, No. 2,– a

case study Hook.p.35,retrieved from

https://files.eric.ed.gov/fulltext/EJ890711.pdf

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Driscoll, D. (2011). Introduction to Primary Research: Observations,

Surveys, and Interviews by, © by the respective author(s). Retrieved from

file:///C:/Users/Eduardo%20Torres/Downloads/10%20driscoll--

introduction-to-primary-research.pD

Hinkel, E. (2016). Descriptive versus Prescriptive Grammar Seattle

Pacific University TESOL Encyclopedia of English Language Teaching,

retrieved from

http://www.elihinkel.org/downloads/Descriptive%20v%20Prescriptive.pdf

Hosseini, M., Taghizadeh, M., Zainol, M., Naseri, E. (2013). In the

Importance of EFL Learners' writing Skill: Is there any Relation between

Writing Skill and Content Score of English Essay Test? , International

Letters of Social and Humanistic Sciences Online: 2013-09-25 ISSN:

2300-2697, Vol. 6, pp 1-12, retrieved from

https://www.scipress.com/ILSHS.6.1.pdf

Macrothing Institute. (2004). International Journal of English

Language Education ISSN 2325-0887 2013, Vol. 1, No.144 retrieved from

http://www.macrothink.org/journal/index.php/ijele

McCallum, D., Anderson, V., Jacobson, J., Weiss, C., Institute of

Education Sciences. (2017). Teaching Secondary Students to Write

Effectively, Us Department of Education,retrieved from

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_

110116.pdf

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Pew Research Center. (1999). US survey research, retrieved from

http://www.pewresearch.org/methodology/u-s-survey-

research/questionnaire-design/

Puji, P. (2006). English Teaching: Practice and Critiques,

Approaches and procedures for teaching grammar The English Program,

Politeknik Negeri Jember (State Polytechnic of Jember) East Java,

Indonesia Volume 5, Number 1 P.122-141 Retrieved from

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Richard, N. (2018). What is grammar? An introduction in English grammar,

retrieved from

http://grammar.about.com/od/basicsentencegrammar/a/grammarintro.htm

Rodby, J., Winterowd. R. (2004). The Uses of Grammar, retrieved

from

https//www.questia.com/library/117434265/the-uses-of-grammar

Saleh, A. (2012). Main Schools of Grammar, Grammar in Schools

and Pedagogical Grammar Dept. of English, King Saud University Riyadh,

Kingdom of Saudi Arabia International Journal of English Language

Education ISSN 2325-0887 2013, Vol. 1, No. 1 retrieved from

http://free-journal.umm.ac.id/files/file/2720-10545-2-PB.pdf

Sedita, J. (2013). Fundamentals of Literacy Instruction &

Assessment: Hougen, M.C.,(6-12, Baltimore: Paul H. Brookes. In

publication. Learning to write and writing to learn, retrieved from

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https://keystoliteracy.com/wp-

content/uploads/2012/08/Learning%20to%20Write%20and%20Writing%2

0to%20Learn.pdf

Sedita, J. (2013). Leaning to write and writing to learn,

fundamentals of Literacy Instruction & Assessment: 6-12, Baltimore: Paul

H. Brookes. In publication.

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0to%20Learn.pdf

Sim, M. (2010). Some Thoughts on Writing, University of Oradea,

Faculty of Economics, p.134, retrieved from

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Takala, A. (2016). Grammar Teaching Methods in EFL lessons:

Factors to consider when making instructional decisions, Master’s thesis

University of Jyväskylä Department of Languages, P.14.

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u-201605312779.pdf?sequence=1

Tim, T. (2014). Ways of Teaching Grammar: The ARTT of grammar

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Wilcox, K. (2004). Defining Grammar: a Critical Primer, by Montana

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4.pdf?seq

Yi, J. (2009). Defining Writing Ability for Classroom Writing

Assessment in High Schools, Chongshin University Yi, Journal of Pan-

Pacific Association of Applied Linguistics, 13(1), 53-69.Retrieved from

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Wilcox, P. (2003). Developing Writing Writing Skills Practice Book

for EFL Beginning/Intermediate Level, p. 9-10-11, retrieved from,

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Zheng, L. (2015). Explicit Grammar and Implicit Grammar Teaching

for English Major Students in University Changchun University,

Changchun, China- p.557 558. Sino-US English Teaching, Vol. 12

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4.8. BIBLIOGRAPHY

Dale, T. (2012). The Importance of Philosophy for Education in a

Democratic Society, Editorial Essay The University of Toledo. Volume 6

Number 2, retrieved from

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Myles, J. (2002). Second Language Writing and Research: The

writing Process and Error Analysis in Student Textes, Queen’s

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. Quirk, R., Sidney, D., Leech, G., Svartvik, J. (1985). A

Comprehensive Grammar of the English Language. London:

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Word Reference. (2010). Lannon. (1989)

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A

N

E

X

O

S

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 1

81

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 2

82

Tutor:

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

INFORME DE AVANCE DE LA GESTIÓN TUTORIAL

Lcda. Glenda Morales Ramírez, MSc. Tipo de trabajo de titulación: Investigative. Título del trabajo: INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCTION.

No. DE

SESIÓN

FECHA DE

TUTORÍA

ACTIVIDADE

S DE

TUTORÍA

DURACIÓN

OBSERVACIONES

Y TAREAS

ASIGNADAS

FIRMA

DEL

TUTOR(A)

FIRMA DEL

ESTUDIANTE

O DE LOS

ESTUDIANTES INICIO FIN

1

2

3

4

5

6

ANEXO 3

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

LENGUAS Y LINGÜÍSTICA

ANEXO 4

84

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 5

85

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 6

86

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

RÚBRICA DE EVALUACIÓN MEMORIA ESCRITA TRABAJO DE TITULACIÓN

Título del Trabajo: INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCTION. Autor(s): SALAZAR CHILA ALEX OVER, Y MALO CHUMBI ANDREA STEFANIA.

ASPECTOS EVALUADOS PUNTAJE MÁXIMO

CALF. COMENTARIOS

ESTRUCTURA Y REDACCIÓN DE LA MEMORIA 3

Formato de presentación acorde a lo solicitado 0.6

Tabla de contenidos, índice de tablas y figuras 0.6

Redacción y ortografía 0.6

Correspondencia con la normativa del trabajo de titulación 0.6

Adecuada presentación de tablas y figuras 0.6

RIGOR CIENTÍFICO 6

El título identifica de forma correcta los objetivos de la investigación 0.5

La introducción expresa los antecedentes del tema, su importancia dentro del contexto general, del conocimiento y de la sociedad, así como del campo al que pertenece

0.6

El objetivo general está expresado en términos del trabajo a investigar

0.7

Los objetivos específicos contribuyen al cumplimiento del objetivo general

0.7

Los antecedentes teóricos y conceptuales complementan y aportan significativamente al desarrollo de la investigación

0.7

Los métodos y herramientas se corresponden con los objetivos de la investigación

0.7

El análisis de la información se relaciona con datos obtenidos 0.4

Factibilidad de la propuesta 0.4

Las conclusiones expresa el cumplimiento de los objetivos específicos

0.4

Las recomendaciones son pertinentes, factibles y válidas 0.4

Actualización y correspondencia con el tema, de las citas y referencia bibliográfica

0.5

PERTINENCIA E IMPACTO SOCIAL 1

Pertinencia de la investigación/ Innovación de la propuesta 0.4

La investigación propone una solución a un problema relacionado con el perfil de egreso profesional

0.3

Contribuye con las líneas / sublíneas de investigación de la Carrera/Escuela

0.3

CALIFICACIÓN TOTAL* 10

* El resultado será promediado con la calificación del Tutor y con la calificación de obtenida en la Sustentación oral.

FIRMA DEL DOCENTE REVISOR No. C.C.

ANEXO 7

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ANEXO 8

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ANEXO 9

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

APPLYING THE SURVEY TO THE STUDENTS OF EIGHTH GRADE

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

DURING THE SURVEY TO STUDENTS UNDER THE SUPERVISION OF

THE ENGLISH TEACHER DURING HER CLASSES

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

ANEXO 10

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ATTENDING TO THE UNIDAD EDUCATIVA DURAN FOR INTERVIEWS AND SURVEY

INTERVIEW WITH THE PRINCIPAL OF THE INSTITUTION, LCDO.

JOSE FRERES PITA, MSC., AT UNIDAD EDUCATIVA FISCAL DURÁN

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

INTERVIEW WITH THE VICE-PRINCIPAL OF THE INSTITUTION,

LCDA. SHEYLA JACOME, MSC., AT UNIDAD EDUCATIVA FISCAL

DURÁN

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

ANEXO 11

91

INTERVIEW WITH THE ENGLISH TEACHER LCDA. TANIA RUGEL AT UNIDAD EDUCATIVA FISCAL DURÁN

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

INTERVIEW TO THE ENGLISH TEACHER

Source: Unidad Educativa Fiscal “Durán” Eleaborated by: Salazar Chila Alex, and Malo Chumbi Andrea.

92

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 12

93

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 12

94

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 14

95

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 15

96

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

ANEXO 14

97

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN LENGUAS Y LINGÜÍSTICA

SURVEY TO THE STUDENTS WRITE AN “X” IN THE BOX ACCORDING TO YOUR OPINION

A.- Totally agree (TA) C.- Disagree (D) E.- Indifferent (I)

B.- Agree (A) D.- Totally disagree (TD)

STATEMENTS TA A D TD I Total

1. The teacher hardly ever uses grammar

techniques.

2. It would be advantageous to write in the

English language, by making use of writing

techniques for learning grammar

3. Learning resources are certainly low to

improve the English written production.

4. The students long for reinforcement as

motivation to overcome the writing skill.

5. Full writing activities will encourage

students in the written production.

6. Grammar activities should be constant to

enhance the students to learn English

properly.

7. Written production is an essential ability in

both mother tongue and foreign language.

8. The proposal within Grammar exercises

are an opportunity to improve the written

skill.

9. The use of a booklet with proper written

exercises result a facility to get through the

written production.

10. The writing skill should be exposed in

every activity of EFL process to encourage the

students.

ANEXO 15

98

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

LENGUAS Y LINGÜÍSTICA

REPOSITORIO NACIONAL EN CIENCIA Y

TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: INCIDENCE OF GRAMMAR TO IMPROVE WRITTEN PRODUCION

DIDACTIC GUIDE OF EXERCISES WITH GRAMMATICAL STRUCTURES

AUTOR(ES) (apellidos/nombres): SALAZAR CHILA ALEX OVER, MALO CHUMBI ANDREA STEFANIA.

REVISOR(ES)/TUTOR(ES)

(apellidos/nombres):

MORALES RAMIREZ GLENDA

INSTITUCIÓN: UNIDAD EDUCATIVA FISCAL DURÁN

UNIDAD/FACULTAD: FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

MAESTRÍA/ESPECIALIDAD: LENGUAS Y LINGUITICA

GRADO OBTENIDO: LICENCIATURA EN LENGUAS Y LINGÜÍSTICAS CON MENCIÓN EN INGLÉS

FECHA DE PUBLICACIÓN: No. DE PÁGINAS:

ÁREAS TEMÁTICAS: WRITING, GRAMMAR STRUCTURE

PALABRAS CLAVES/ KEYWORDS: GRAMMAR STRUCTURE, VOCABULARY, WRITING.

RESUMEN/ABSTRACT (150-250 palabras):

Este Proyecto es el resultado de una investigación compuesta sobre la escritura propiamente a través de

estructuras gramaticales, que se realizó para determinar cuán esencial es el uso de la estructura gramatical

adecuada en la capacidad de escritura de la Unidad Educativa Fiscal Durán. La presente investigación es pertinente

porque busca desarrollar y dominar la gramática del idioma inglés en los alumnos de 8º grado para perfeccionar

la producción escrita, según lo estipulado por el Ministerio de Educación de Ecuador, que los alumnos de octavo

grado deben alcanzar un nivel A1, que refleja un problema resuelto para el aprendizaje del idioma inglés en los

primeros años. A través de la observación, este trabajo se evidenció en las horas de enseñanza de idiomas, que

los estudiantes tienen dificultades para expresar ideas escritas correctamente, del mismo modo; hubo errores

básicos en las estructuras gramaticales en las prácticas de la clase de inglés.

ADJUNTO PDF: SI NO

CONTACTO CON AUTOR/ES: Teléfono: 0994480840,

0985605610.

E-mail: alex_salazar_88@hotmail.com,

andst_17@hotmail.com

CONTACTO CON LA INSTITUCIÓN: Nombre:

Teléfono:

E-mail:

ANEXO 16

Educación General Básica – Subnivel Superior

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUÍSTICA

Title of reseach work presented: Incidence of

grammar to improve written production.

Proposal: Didactic guide of exercises with

grammatical structures.

Level

A1.1 STUDENT’S BOOKLET

UNIT 1

• Use capital letters and periods.

• Using punctuation.

• Using apostrophes.

• Punctuation review.

UNIT 2

• Sequence words.

• Sequence writing activity.

• Linking words and phrases.

• Linking words and phrases activities.

TABLE

OF

CONTENTS

UNIT 3

• Prepositions.

• Prepositions activities.

• Adjectives.

• Adjectives activities.

UNIT 4

• Present simple tense.

• Present simple exercises.

• Adverbs of frequency.

• Adverbs of frequency exercises.

VOCABULARY

• The Story of St. Patrick.

• Christopher Columbus.

• Definition words. • My family.

References.

1

UNIT 1

PUNCTUATION MARKS.

Learning objective: You will be able to identify and properly use

capital letters, periods and common punctuation marks.

2

WRITING EXERCISES

Using punctuation Writing about yourself

1. Read Andrea Malo’s questions below. Complete the text with the words in the

box.

What’s your name? Andrea Malo

Where are you from? The USA How old are you? 28

What’s your job? Teacher

What’s your telephone number? 501-889-4859

What are your favorite foods? Pasta, chocolate, bread.

What’s your favorite drink? Coffee

Who’s your favorite singer? Bob Marley

Hi. My name’s Andrea Malo, I’m (2) The USA.

I’m 28 and I’m a (3) . My telephone (4) _

is 501-889-4859. My favorite foods (5) pasta, chocolate,

and bread. My favorite (6) is coffee, and my favorite

(7) is Bob Marley.

name’s singer

are drink from teacher number

3

2. Look at the notes and text about Andrea and match a-d to 1-4.

a) You use a comma (,) to _2_ b) You use a period (.) to c) You use a question mark (¿) to d) You use and to

1. Finish a question. 2. Separate ítems in a list. 3. Join to ítems. 4. Finish a sentence.

3. Answer the questions about you.

What’s your name?

Where are you from?

How old are you?

What’s your job?

What’s your telephone number?

What are your favorite foods?

What’s your favorite drink?

Who’s your favorite singer?

4. Write about yourself. Use the answers you wrote in Exercise 3. Remember to use commas, periods, and and.

4

WRITING EXERCISES

1. Look at the VIP Card and Check (√) the correct rules.

CAPITAL LETTERS

You always use a capital letter to

a) Write first names ( )

b) Write last names ( )

c) Write nationalities ( )

d) Write city names ( )

e) Write country names ( )

f) Write email addresses ( )

g) Start sentences ( )

2. Write the sentences with capital letters. Remember to end each sentence with a period.

a) my name’s ana Gonzales

b) i’m form uruguay

c) i live in new york

d) my address is 42 madison avenue

e) my home pone number is 212-299-0016

f) my email address is ang@info.com

Use capital letters and periods. Completing a form with personal information

Complete aur form and win a flight to New York.

First name

Last name

Nationality

Home address

Home telephone number

Email address

Write two sentences to describe yourself.

Australian

White

Greg

I’m a bussinesman. I’m form Australia.

gwhite@wallaby.au

61 2 8207 380

19 Joyce Street, Sydney.

5

4. Write sentences like those in Exercise 2 about yourself. Use the information from your VIP Card.

Example

My name’s Greg White. I’m form Australia.

3. Complete the VIP Card with your personal information.

Jet Air

Complete aur form and win a flight to New York.

First name

Last name

Nationality

Home address

Home telephone number

Email address

Write two sentences to describe yourself.

VIP Card

6

WRITING EXERCISES

Using apostrophes Writing about your family

1. Read the text and then check (√) the correct rules.

Francis and Eleonor’s children are Sofia and Roman. Sofia’s a movie director and

Jason makes music videos. Sofia, Nicholas, and Jason are cousins. Sofia and

Roman’s father is Francis. He’s a famous movie director.

You use an apostrophe

a) In contractions (‘m, ‘s, etc) ( )

b) With plural s ( )

c) To write about a possession ( )

2. Draw a family tree and write about a family you know .

7

3. Rewrite the text about Michael Douglas with apostrophes.

Michaels childrens names are Dylan and Carys. Michaels American. Hes married to

Catherine. Shes from the UK. Her parents names are Dai and Pat, and Michels parents

names are Kirk and Diana. Dylan and Carys have cousins in Britain and the USA.

8

WRITING EXERCISES

Punctuation review Writing an email for a new friend

1. Match the beginnings (a-e) of the punctuation rules with the endings (1-5).

a) You use a period ( )

b) You use a question mark ( )

c) You use a capital letter ( )

d) You use a comma ( )

e) You use an apostrophe ( )

1. At the end of a question.

2. To separate ítems in a list.

3. For contractions and for possessions.

4. At the end of a sentence.

5. To star a sentence, and when you write

2. Write letter to a new friend.

• Write sentences about yourself and your family.

• Say what you like and don’t like.

• Ask your friend questions about his life.

Remember to check your punctuation.

9

Hi, my names John im 32 and im from the usa i live in georgia and im a nurse i have three brothers and two sisters my moms a doctor and my dads a teacher.

what about you do you have a large family.

i like swiming running and sailing my favorite activity is cooking i really love it i work in my brothes restaurant on weekends

do you like sports do you like cooking

write and tell me about yourself

your friend John.

3. Write the letter with the correct punctuation.

10

UNIT 2

SEQUENCE WORDS OR LINKING WORDS

Learning objective: You will be able to:

• Identify signal words used in text.

• Organize and gather information in a sequential text.

• Create original sequential text.

11

WRITING EXERCISES

Sequencing: then, after (that) Describing a perfect day

1. Complete the summary of Alana’s perfect day with After or Then.

She goes shppping in the morning. (1) Then she has lunch at her favorite restaurant.

(2) lunch, she goes to the movies. She has dinner with her boyfriend. (3)

that, they go dancing. (4) they go home.

2. Complete the rules with after and then.

a) is used to introduce the next thing that happens.

b) is also used to introduce the next thing that happens, but it is usually to

followed by that or a noun (breakfast, lunch, dinner, etc.).

3. Use the notes about Hannah’s perfect day and complete the text.

Morning:

Name: Hannah

What: Go shopping

Where: New York

Who with: Jed

Afternoon:

What: Museum

Where: Buggenheim

Who with: Jed

Evening:

What: The Lion King

Where: Broadway (Show)

Who with: Jed

A perfect day

I meet Jed at 10:00 a.m. and we drive to (1) New York. In the morning we go (2) . Then we have lunch at a café, after lunch, in the afternoon, we go to the Guggenheim - it’s a beautiful (3) . We have an early dinner at the Hard Rock Café. After that, we go to (4) and see (5) , my favorite (6) . We drive home at midnight, at the end of a perfect day.

12

4. Think about how to spend your perfect day.

Complete the notes.

Morning: Name? What? Where? Who with?

Afternoon: What? Where? Who with?

Evening: What? Where? Who with?

5. Write about your perfect day. Use your notes in Exercise 4 to help you. Use Then and after.

13

14

WRITING EXERCISES

15

Linking words and phrases

16

17

WRITING EXERCISES

18

WRITING EXERCISES

19

UNIT 3

PREPOSITION IN, ON, AT

Learning objectives:

Students will be able to identify and define prepositions. Students will be able to demonstrate correct usage of prepositions.

20

WRITING EXERCISES

EXAMPLES

21

22

WRITING EXERCISES

23

ADJECTIVES

24

25

WRITING EXERCISES

26

27

UNIT 4

PRESENT SIMPLE TENSE

Learning objectives: To make you aware of the importance of using the Present

Simple Tense and adverbs of frequency appropriately. To understand daily activities

using the simple present tense.

28

29

WRITING EXERCISES

30

31

32

33

34

WRITING EXERCISES

35

36

UNIT 5

VOCABULARY

37

38

39

40

REFERENCES

British Council. (2018). LearnEnglishTeen, Online Exercises – Activities,

retrieved from

http://learnenglishteens.britishcouncil.org/grammar/beginner-grammar/present-

simple

Cambrige Assessment English. (2018). Cambrige English, Activities for

Learners, retrieved from

http://www.cambridgeenglish.org/learning-english/activities-for-

learners/?skill=grammar

English Grammar. (2018). English Grammar Online Exercises, Online

Exercises – Activities, retrieved from

https://www.englishgrammar.org/exercises/

English Exercises. (2018). English Exercises: present simple, Online

Exercises – Activities, retrieved from

http://www.englishexercises.org/buscador/buscar.asp?nivel=any&age=0&tipo=a

ny&contents=present+simple

My English Pages. (2018). Learn English Grammar Online, Online

Exercises – Activities, retrieved from

http://www.myenglishpages.com/site_php_files/grammar-exercise-simple-

present.php

Perfect English Grammar. (2018). Perfect English Grammar – Activities,

Online Exercises – Activities, retrieved from

https://www.perfect-english-grammar.com/grammar-exercises.html

Word Reference. (2010). Lannon. (1989). retrieved from

https://www.wordreference.com

41

BIBLIOGRAPHY

Ken, B. 2018. (2018). English: Level Pre A1.1 Student´s book,

Educación General Básica – Subnivel Superior, Ministerio de Educación.