Methodological bases applied in the oral expression in english teaching, bachillerato general, insti by Biblioteca "Licda. Etelvina Trejo de Palencia"

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR FACULTAD DE EDUCACIÓN

METHODOLOGICAL BASES APPLIED IN THE ORAL EXPRESSION IN ENGLISH TEACHING, BACHILLERATO GENERAL, INSTITUTO NACIONAL ALBERTO MASFERRER (INAM), SAN SALVADOR 2010-2012.

GRADUATION WORK TO OBTAIN THE DEGREE IN LICENCIATURA EN CIENCIAS DE LA EDUCACIÓN, WITH SPECIALIZATION IN THE ENGLISH LANGUAGE

PRESENTED BY: DORADEA MOLINA, HUGO NELSON GARCÍA FLORES, JOSÉ CARLOS MENJÍVAR ÁVILES, CÉSAR ALBERTO

SAN SALVADOR, 2012

TABLE OF CONTENTS CHAPTER I Conceptual Framework 1.1 Introduction ---------------------------------------------------------------------------------9 1.2 Objectives ---------------------------------------------------------------------------------12 1.3 Background -------------------------------------------------------------------------------13 1.4 Justification ---------------------------------------------------------------------------------20 1.5 Problem Statement ---------------------------------------------------------------------22 1.6 Findings and Limitations---------------------------------------------------------------24 1.7 Concepts and Categories to be used---------------------------------------------- 27

CHAPTER II Theoretical Framework

2.1 Theoretical-Methodological bases -------------------------------------------------- 30 2.1.1 English as a foreign Language or as a Second Language------------------ 31 2.1.2 Goals and techniques for teaching speaking -----------------------------------32 2.1.3 Principles for Designing Speaking Skills ---------------------------------------- 34 2.1.3.1 Cover Learner Needs

----------------------------------------------------------- 35

2.1.3.2 Provide Intrinsically Motivating Techniques -------------------------------- 35 2.1.3.3 Encourage the Use of Authentic Language in Meaningful Contexts ---------------------------------------------------------------- 35

2.1.3.4 Provide Appropriate Feedback and Correction ------------------------------ 36 2.1.3.5 Give Students Opportunities to Initiate Oral Communication ------------ 36 2.1.3.6 Encourage the Development of Speaking Strategies --------------------- 36 2.1.4 Strategies for Developing the Speaking Skill ---------------------------------- 37 2.1.4.1 Using Minimal Responses -------------------------------------------------------- 37 2.1.4.2 Recognizing Scripts ---------------------------------------------------------------- 38 2.1.4.3 Using Language to Talk about Language ----------------------------------- 38 2.1.5 Factors and its Influences in the Teaching Learning Process in English Language in Relation with Oral Expression. ------------------------ 39 2.1.5.1 The teacher Factors ----------------------------------------------------------------39 2.1.5.1.1 Professionalization --------------------------------------------------------------- 40 2.1.5.1.2 Communicative Competence in English ------------------------------------ 40 2.1.5.1.3 Teaching Skills -------------------------------------------------------------------- 40 2.1.5.2 The student Factors --------------------------------------------------------------- 41 2.1.5.2.1 The Affective Factor ------------------------------------------------------------- 41 2.1.5.2.2 Motivation--------------------------------------------------------------------------- 42 2.1.5.2.3 Attitude------------------------------------------------------------------------------- 42 2.1.5.3 The methodology Factor ---------------------------------------------------------- 43 2.1.5.3.1 Using English as a Means of Communication and as a Object of study -------------------------------------------------------------------- 43 2.1.5.3.2 Teaching techniques ------------------------------------------------------------ 44 2.1.5.3.3 Technological Resources ------------------------------------------------------ 44 2.1.5.3.4 Textbook---------------------------------------------------------------------------- 44

2.1.5.4 The Curriculum Factor ------------------------------------------------------------ 45 2.1.5.5 The Educational Context Factor ------------------------------------------------ 46

2.2 Empirical Framework

2.2.1 Monograph of Mejicanos municipality--------------------------------------------- 46 2.2.2 Institution generalities ---------------------------------------------------------------- 51 2.2.3 Teachers Overview-------------------------------------------------------------------- 53 2.2.4 Diagnosis of classroom and students from INAM------------------------------ 54 2.3 Methodological Framework------------------------------------------------------------- 55 2.3.1 Population sample ---------------------------------------------------------------------56 2.3.2 Method used to collect the data ---------------------------------------------------- 56 2.3.3 Techniques used to collect data --------------------------------------------------- 57 2.3.4 Instruments used to collect data during field observation-------------------- 57 2.3.5 Steps used during the research project ------------------------------------------ 58 2.3.6 Observation checklist ----------------------------------------------------------------- 59 2.3.7 TeachersÂ´ Interview-------------------------------------------------------------------- 61 2.3.8 Student â&#x20AC;&#x2DC;Questionnaire --------------------------------------------------------------- 63 2.4 Theoretical-methodological formulation of the research ----------------------- 68 2.5 Contrasting theory and practice ------------------------------------------------------ 68 2.6 Development and theoretical definition -------------------------------------------- 69

CHAPTER III

Operational Framework

3.1 Description of the Subject of the Research ----------------------------------------71 3.2 Data Gathering Procedure --------------------------------------------------------------73 3.3 Specification of the Technique for Data Analysis--------------------------------111 3.4 Chronogram-------------------------------------------------------------------------------113 3.5 Resources---------------------------------------------------------------------------------116 3.6 Preliminary table of Contents on final report-------------------------------------117 Annexes References

Acknowledgements

This graduation project could not have been possible without the useful help and Precious attention of many people. They dedicated time and contributions to the studies process and to development of this work. To God almight: Thank You for being my perfect Father for your everlasting love and unconditional forgiveness, For your mercy, faithfulness and all His blessings that helped me to reach this goal , for giving wisdom and strength to end my career. Thanks as always for being with me. To my dear family and Daughters: Marjorie Doradea and Emely Doradea the most important persons in my life. To my parents: Jose Gabriel Doradea (QDDG) and Maria Esther Molina de Doradea thank you for your love, support, confidence and encouragement. Also, the opportunity that You gave me for being a professional, for the effort and sacrifice that you made for giving me the best, for being there whenever I needed, Thank you for guiding my life, Thank you that I was raised in an environment full of love and trust. One in which good values were modeled. To my graduated friends With special dedication to: Cesar Menjivar and Carlos Garcia for their friendship, patience, for their experience and support who strongly gave me confidence to reach this goal, To our advisor: We owe particular and special thanks ,Lic. Stanley Oviedo Teacher and friend for his valuable knowledge, experience, Time, patience, and support. He motivated us to continue working with our project. To my brothers and sisters: For listening, for sharing ideas, and for making me to be a proud member of their lives, For reminding me that I have the capacity to reach my goals and for giving me their love.

Hugo Nelson Doradea Molina

For the achieve of this goal, my deepest thanks to the Almighty God for giving me the life, health, protection, but specially the capacity to achieve this important goal in my professional life.

I also want to thank to my parents for their unconditional support and interest shown throughout this study process To my Wife Nereyda for her love, support, confidence and encouragement that allowed me overcome all the obstacles in this difficult process but very rewarding at the end.

And finally to my partners, our advisor and the members of the jury that with an excellent feedbacks and advices have allowed that this research project was achieved with a good design.

JosĂŠ Carlos GarcĂa Flores

For the achieve of this goal, my deepest thanks to the Almighty God for giving me the life, health, protection, but specially the capacity to achieve this important goal in my professional life.

I also want to thank to my mother Juana Vilma Aviles for her unconditional support and interest shown throughout this study process To my wife Johanna Cecilia Reyes de Menjivar for her love, support, confidence and encouragement.

And finally to my partners, Hugo Nelson Doradea and Jose Carlos Garcia, our advisor Mr. Stanley Oviedo and the members of the jury with an excellent feedbacks and advices have allowed that this research project was achieved with a good design.

Cesar Alberto Menjivar Aviles

1.1

INTRODUCTION

The following research will be based on the aspects that have their influence specifically in the process of teaching and learning the oral skill of the English Language students of Bachillerato General of Instituto Nacional Alberto Masferrer. The first chapter, the Conceptual framework, is formed with the objectives which have been designed according to the reach of the investigation. For example, the general objective has been created with the purpose of evaluating the methodologies used in the teaching learning process of the oral expression in English. Meanwhile, the specific objectives have as a goal to analyze the methodological bases and the skills used by the teacher with the students inside of the classroom. The antecedents are also included concerning to the history of the development of the English language in El Salvador through the educative reforms which have been designed and implemented by the Ministry of Education in the area of English teaching in the High School level. Also, some proposals are showed which were written by different authorsâ&#x20AC;&#x2122; with their respective methodologies to the teaching and learning of the oral expression. All the above was taken into account only with regards to one of the four macro skills: Speaking. The Justification is another element of this work of research. It explains why the development of the oral expression in English Teaching has not reached the necessary improvement to get the students of the Public Institutes to manage at least a basic conversation in the English Language. In spite of the educative reforms that have been implemented in El Salvador, the results are still a matter of doing research to find out causes and effects. In this research, it will be showed the problem statement, and its close relations with some circumstances, that have its influence during the teaching-learning process of the oral expression in English Language in the high school students. Another important element of this research is findings and limitations. Its principal function is to do some comparisons among the researchers of different authors who have given their contributions in the area of the oral

communication in the English Language. Every one of these authors has given several points of view to contribute to the development of the speaking skill. The Sum of Concepts and Categories will explain a series of operational definitions with its theoretical elements and its close relationship with the study object of this research. This part has the purpose to reduce the levels of abstraction, and of course, to focus on the study object without any kind of abstraction that could change the course of this investigation. The second part of this research is formed by the Theoretical Framework, in which will be mentioned, the principals concepts, for example; English as a Foreign Language, English as a Second language, Methodological basis, etc. that have a close relationship with the research problem, and this is formed by the following parts; Theoretical Methodological Base, the Empirical framework, Theoretical-methodological formulation of the research, and Development and theoretical definition. In the Theoretical Methodological Base, it will be necessary to do a comparison amount the points of view of different authors and the opinions of the researchers about the topic of the research, as a following point, it is possible to mention the Empirical Framework, in which will be explained the steps given to collect the data in the institution selected by the researchers, it means the technical-methodological ways and the tools used to collect the data in the fieldwork. The Theoretical-Methodological formulation of the research will have as a goal to compare through a detailed analysis the documentary data with the elements gathered during the fieldwork. And as a final point, it has the Development and Theoretical definition in which will be showed theoretical definitions by the researchers as a result of the opinions of the different authors studied in this research with the reality found in the educative institution. Finally, as a last chapter of this research work is possible to mention, the operational framework which is based on six elements: Description of the Subject of the Research, Data Gathering Procedure,

Specification of the

Technique for Data Analysis, Chronogram, Resources and Preliminary table of contents on final report.

The Description of the Subject of the research its function is to describe contrast and formulate a new definition about the subject of the study during its three stages of this research, it means in the beginning, during and at the end of this investigation. The Data Gathering Procedure has as a purpose to specify the numbers and theoretical ways designed and applied for data gathering, analysis and interpretation of the data. Following with the elements of the operational framework is important to mention, the specification of the technique for data analysis, this element has as an objective to describe the techniques used and its proper application for the data lecture. The Chronogram, details all the activities carry out during all the process of this research divided in two parts: Documentary research and Fieldwork Research. Another element of the Operational framework is the Resources used during this investigation; it means the humans and logistical resources employed for this study. And, as final point, it has the preliminary table of contents on final report, which consists on the synthesis about the most important aspects of conceptual framework, empirical framework and operational framework.

1.2 OBJECTIVES

GENERAL OBJECTIVE

To evaluate the methodologies used by the English teacher in order to improve the teaching of oral expression of the English language in the students of Bachillerato General from Instituto Nacional Alberto Masferrer.

SPECIFIC OBJECTIVES

To analyze the methodological bases and the techniques used by the teacher to make the students develop the oral expression in the English language.

To contrast the elements that are successful in the oral expression development with some others which might not be that productive if there is any.

1.3 Background

The English Language in El Salvador

The English Language in El Salvador is not the official language; however, a lot of people consider this language as necessary as the native language. It is possible to note that some Salvadoran authorities have tried to develop several methodologies for the development of the speaking skill and some techniques. It is not known the development of the speaking skill in public schools; so far, the English teaching in El Salvador has gone through a series of ups and downs. The first steps to get these objectives were through some reforms. For example, in 1915, a convention was organized in Santa Ana city, with the purpose of creating the secondary level of the education system. In this convention, it was established that the secondary level ought to have three years of a previous study in the English language before undertaking the studies of high school. In that study plan, English appeared as a compulsory subject. Another very important aspect in this research is about the steps given to improve the level of the English Language in El Salvador. Dated in 1946, a plan called “Basic Studies was created. This plan contained English as one of the subjects included. At the end of the year 1952, evening classes were approved, in these, students had to study four years, and English was included from second to fourth year but not in the first one.”1 After, in 1968, the Ministry of Education, promoted another educational reform, its main points were the implementation of “Diversified Baccalaureates”2. This plan consisted in periods of time that were dedicated to the study of the English Language, and these were formed by periods of three and four years of study. These study plans had two kinds of subjects: common subjects and specialized subjects. In this plan, the subject of English was considered as a common 1 2

Mined y Organización de Estados Iberoamericanos, Sistema Educativo Nacional de El Salvador, pag. 2 Ibidem

subject with two class hours a week. Following with the innovations that reforms have experimented in 1991, the English subject to baccalaureate had three class hours a week, with two options: general, with two years of study; and technical vocational, with three. In 1999, the Ministry of education created a new program of English Language for the middle school which helped to improve the teaching English as a second language, so teachers would be qualified to give the students the real knowledge of the English Language using techniques that increase the domain of the four main skills to learn it correctly. Also, in this period of time, the Ministry of Education presented a new program of English Language for the middle School. It is difficult to think that just one program or a reform can change the methodology of teaching English Language. It is indispensable to take into account that there are several educative factors which demand to be in constant observation not only teachers’ efficiency and their methodologies, but also to have enough didactic resources appropriate for each teaching level as well as a good environment that foments and increases students’ motivation. Thinking about these aspects, in 2004, the Ministry of Education of El Salvador created and implemented a new plan of study called Plan Educativo 2021, mainly for Middle School. “This Plan Educativo 2021 was focused on short and long terms that allowed getting important educative results for the next coming years. In other words, approximately to the year 2021, it would be expected to the majority of Salvadoran people can speak English. That is why this educative plan was made above all for improving the educational system related to teaching English Language, specifically the most useful macro skill which is the speaking.” 3 “To formulate the politics and educative goals, especially for coming years” 4, in El Salvador, it was also created an educative program called Plan Compite that is related to Educative Plan 2021. Plan Compite is addressed to all English teachers and students from middle school to high school. It has the purpose to help teachers to master and reinforce what they have learned as professionals, 3 4

http://www.mined.gob.sv/2021/compite2.pdf http://www.mined.gob.sv/2021/compite2.pdf

to teach English classes. All this with the objective to broaden their knowledge of the English teaching. To improve the teaching of the English Language, it is necessary to have a program that helps both, the teachers and students to master the main four skills of a second language. Nowadays, it has been detected that some English teachers need to improve their teaching quality as well as to include new techniques and methods that benefit their development inside the classroom at the time to teach classes. The Salvadoran Government and Ministry of Education are concerned about improving and increasing the level of the English teaching. That is why it is necessary to begin to strengthen the knowledge teachers have, so they will be able to transmit students all what they have already learned in an appropriate and efficient way. The purpose of this Educational Plan called Compite was to try to help both teachers and students of the English Language, so they begin to master the four linguistic skills from a second language, and of course, students could increase the possibilities to communicate themselves. Thus, students might get some better opportunities to access excellent jobs, and they would increase their level of life. Presently, with the change of the government, the educative reform of the plan 2021 has been changed for another educative reform called “Programa Social Educativo” “Vamos a la Escuela” 2009-2014. According to this Plan “Vamos a la Escuela”, the development of the English Language, mainly concerning to the improvement of the speaking of the English as a second language, does not present any program to teaching, developing and increasing the speaking of the English Language inside Public Institutions. Meanwhile, for students from nursery school to ninth grade there is a project called “Cerrando la Brecha del Conocimiento”5. This project consists about the use of technology as a tool to improve the learning of another language. The computer is the tool that will be used to improve the pronunciation of language, 5

Mined Programa Social Educativo, Vamos a la Escuela, 2009-2014. Page 56

through the management of computers’ softwares. It is necessary to mention that the educative program “Vamos a la Escuela” 2009-2014 in contrast to the “Plan Compite” did not take into account, the use of innovations or appropriate methodologies for the teaching of the English Language. The Programa Social “Vamos a La Escuela”, specifically the project, “Cerrando la Brecha del Conocimiento, is focused about the methodologies to develop the English Language in the educative levels that precede high school. Meanwhile in El Salvador, the English Language has become very important in all levels of education. There are several Bilingual Educative Institutions where the priority is to teach the English as a foreign language; meanwhile, the public institutes do not have these priorities. The study of the English Language in the middle and high school also provides new opportunities to teenagers and young people to be competitive students capable to provide a better social development to the country. However, the lack of appropriate didactic resources and also the lack of competent English teacher for specific educative levels do not contribute to this objective. The methodology employed in the development of the oral expression in English has been characterized for a group of processes which some authors have given a variety of ways to achieve an acceptable level in oral communication, specifically inside of the classroom. The teacher and students represent the main actors in this difficult and large process. “It is possible to create simple linguistic situations that remain under the complete control of the teacher to pass on the learners the responsibility for the utterances of the objects shown or the actions performed”6. According to Gattegno, it is possible to teach the English language using a particular method called The Silent way. This method begins by using a set of colored rods and verbal commands in order to achieve a direct participation and a strong interest from the students. The teacher concentrates on what the students say and how they are saying it. So, the teacher takes a decision about the suitable techniques to make some correctness according to the errors committed by the students when they are practicing the pronunciation in the target language. 6

Caleb Gattegno, Teaching Foreign Language in School: The Silent way. New York City: Educational solutions, 1972

James Asher created a method for the learning of the English Language called: Total Physical Response (TPR). It was built around the coordination of speech and action. The method attempts to teach the language through a physical (motor) activity. “With this method, it is possible to learn to speak the English Language by making a parallel process as when children learn their first language”7. The method is different from the acquisition that teenagers or adults have when they are learning the English Language as a foreign language. It means that students can imitate the same steps children used to acquire their native language. For example, they use or follow commands which they respond to physically, and then, they begin to produce verbal responses. According to the Total Physical Response Method one of the goals is to reduce the stress people feel when studying foreign languages. Thereby, The TPR method encourages students to persist in their studies beyond the beginning level of proficiency. With this method there are possible students to learn how to speak based on the use of commands, and these commands are given to get the students to perform an action. On the other side, it is found another fundamental method called “The Direct Method. This encourages the teaching of the oral expression with the purpose of only using the foreign language to communicative the different ideas”8. According to this method, no translation is allowed. With this method, teachers have the possibilities to improve the speaking with the use of more suitable techniques to reach the oral expression goal in this teaching- learning process. This method possesses some techniques that are used to improve the speaking of the students. For example: the Question and Answer Exercise and the Conversation Practice. Also, there is a useful method called Community Language Learning, developed by Charles A. Currant, which considers students as a “whole person”. A whole person learning means that teachers consider not only their student feelings and intellects, but also have some understanding of the relationship among students’ physical reactions, their instinctive protective 7

James Asher, Teaching Foreign Language in School: The Total Physical response. N.Y. city: educational Solutions, 1972. Page 109 8 Selecting Appropriate Teaching Methods. http://apu.qcal.ac.vk/cide/ch04.html#2

reactions, and their desire to learn. It is important to consider these aspects mentioned before because if they are not taken into account, they could represent important obstacles. These aspects must be taken into account when teachers are developing their classes. “Teenagers and adults often feel threatened by a new learning situation. They are threatened by the inherent change in learning and by the fear that they will appear foolish”9. According to Curran, it is believed that a way to deal with students’ fears

when they are trying to speak the English language inside the

classroom is of course to be aware of creating a nice class environment. So, it is important that teachers can understand student’s fears and be sensitive to them. The Community Language Learning Method in many ways is similar to the direct method; however, one of the ways the method is different is that students are permitted to use their native language along with the target language as they respond to the teacher. With this technique, it is possible to free them to concentrate on listening comprehension. Also, another important characteristic of The Community Language Learning method is that teachers do not correct any student error during oral communication. The idea is not to cause any kind of frustration when they are speaking the English language. Another methodology that makes more emphasis in sounds and practice in speaking is The Audio-Lingual Method. This was created with the purpose of learning foreign languages rapidly. In this case, the teacher uses only the target language in the classroom, and he or she uses only tools like, action pictures, or realia. They are used to give meaning to students. The repetition is a common technique most frequently used as a tool for students to memorize the words. These words are necessary to produce oral expression. Also, it is applied imitation exercises, and question and answer exercises to help teachers to produce speaking in students. In his book, H. Douglas Brown presents a series of characteristics of the spoken language that can make oral performance easy as well as in some difficult cases. These characteristics are the following: “Clustering, it consists

Charles A. Currant, Teaching Foreign Language in School: The C.L.L.New York City: Educational solutions, 1972. Page 89.

in producing a fluent speech, it is not meant to go word by word. Redundancy, this characteristic is motivated by the teacher, and it is practiced by the students who will have the opportunity to make meaning clearer through the redundancy. Reduced forms let students familiarize with the pronunciation of colloquial contractions, which are constantly used. Stress, Rhythm, and Intonation are the most important parts of English pronunciation because through the correct use of these prosodic aspects students can transmit important messages. Following with the characteristics, Brown presents the Interaction. In this technique it is necessary to be surrounded by interlocutors to practice the creativity of conversational negotiation.â&#x20AC;?10 To Brown, if the teacher is capable to implement and develop all these characteristics in the classroom, the product of this decision could bring an excellent result. On the other hand, if they do not practice these characteristics, the process of developing the oral expression will be very difficult. It has been mentioned several proposals with their respective methodologies, created by different authors with the purpose to improve the oral expression in English Language with the students inside of the classroom. It will depend of the capacity of the teacher to put in practice the more suitable method to develop the main macro skill of the English language, the speaking. And of course, the random of oral production in an English class varies according to the class level: from the production of a basic introductory conversation to the group discussion of a complex problem dealing with social issues.

H. Douglas Brown. Teaching by Principles and interactive Approach to Language Pedagogy. Second edition p.270

1.4 JUSTIFICATION

In El Salvador and during a long time, there have been used a series of programs or Educative reforms. These kinds of programs have changed in their structure and contents. For all these reasons, it is important to carry out a study on the methodological principles which seek methodologies to be applied with the purpose to improve the process of the teaching- learning of the English Language in the level of Tenth and Eleventh grade of High School, especially focused on the teaching of the oral expression. These methods are used only when the students are inside their classrooms in public schools in El Salvador. For these reasons, it is important to investigate, if all these programs with their methodologies, strategies, skills, human resources, etc. have or have not been effective to this day. It is also important to analyze, what are the factors that have their influence in a negative way and do not let the oral skill development in an acceptable form, or which are the positive factors that enhance the oral expression in English. It is well known that these programs were made by specialists who carefully analyzed the reality of the country according to a specific moment in the national life; however, it seems that this statement is not entirely true. This research could contribute to have a better view on how the oral expression in English is taught and which are the outcomes since it is going to be applied â&#x20AC;&#x153;in so factoâ&#x20AC;?. It will go to the heart of a real classroom in a public school in San Salvador. The methodological bases for teaching English language in the area of oral expression were created for the purpose of helping to improve the speaking of English as a second language. However, it is also important to know whether these methodological foundations are based on the reality of our people. It must be taken into account the real conditions teachers and students have; for example, the rhythm of learning of each student, the aptitude, the attitude about the subject of English, the interest from the teacher and the student. It must be analyzed the countryâ&#x20AC;&#x2122;s culture, atmosphere, and others that can make possible to be found in this research. One very common problem the English teacher faces today is a large number of errors made by the learners at all levels. This

is mainly observed in the oral expression. When a person learns the mother tongue, he or she masters speech first. It is much later, at the age of six or seven that children begin to learn reading and writing. The learning of a second language is primary a spoken aspect; the written representation is secondary. A study of error analysis can make it clear to the teachers that no one can learn a language without committing errors. They would realize that errors are a part of a learner’s learning process. The significance of the errors as revealed by error analysis would change the attitude of the teachers. They would look at the errors as something, as a part of language learning, and not something that hinders the process of language learning. On the other hand, it will be also taken into consideration the teacher’s capacity to know and transmit all the necessary knowledge to teach the target language. This research has the possibility to find out why the teaching of the oral expression that has been taught in public institutions, has not had the expected outcomes. Nowadays in El Salvador, and in spite of all the programs created for this macro skill by the Ministry of Education, there is still a low development in the oral proficiency from students once they reach the university level. 11 According to Licenciada Lisseth de Durán, the outcomes obtained

in the

admission test achieved by students during the last periods, have been too low, specifically in the Licenciatura de la Educación with specialization in English Language career, in relation with the area of speaking at Universidad Pedagógica de El Salvador. When students knock on the Pedagogica’s door to enter the English careers, they face a lot of hardships because they simply cannot speak English.

Administracion Academica, datos UNPES

1.5

PROBLEM STATEMENT

Are the methodologies used in Public High Schools adequate for the development of the oral expression in English Language? Taking into account that the program developed for The Ministry of Education for the teaching of oral expression in English language has been designed on the reality of Salvadoran National Institutions, there must be a relationship between the quality of education received for students in regarding with the periods of time covered by them. This process starts since primary education, secondary education, until high school. As well as there is a possibility that the economic level of students can be a determining factor, it could influence the way to achieve this purpose: that is the teaching of the oral expression, in this case in the English Language. Teaching English involves a series of economic investments to which the student will not be able to solve mostly in public schools. It could have as a result a gap with the development of the programâ&#x20AC;&#x2122;s contents, now that this matter is necessary to buy a series of didactic materials: books, computer programs, computers, to take an English course, internet access, equipment of DVD, etc. It means that the use of the technology is very important to reach an effective learning. On the other hand, it may be considered the point of view about teachers who are in charge to develop the methodologies with the skills for the teaching of the oral expression.

The way, how they have been trained on teaching the

contents, produced by the state institutions, or the method to conduct the class in a proper way can be variables affecting the problem. The teacher must know when and where to apply the respective techniques, the proper use of educational material, the use of technology, and how to produce the adequate environment to motivate students to speak English. Another important point to consider is the implementation of a series of reforms in the education system. The continuity of the English teaching process has been lost because every time a different government takes the reign of the country, and a change in the education system is implemented. It means another reform is applied. So, the continuity of the educational reforms is substituted by another reform. Having as a result, that the process of teaching a 22

foreign Language begins again because there are several changes between the previous and the current program. For example, it is possible to make a comparison among the program called Plan 2021, with its project Plan Compite with the current program “Vamos a la Escuela” 2009-2014. Meanwhile, in the plan 2021, the importance to learn a foreign Language was considered as a priority. In which, it was assigned several kinds of resources like: economical, humans, methodological, etc. In the current Plan “Vamos a la Escuela”, there is not a concrete plan to follow with the previous plan for the development of the English Language, especially in the area of the speaking in public institutions of El Salvador. On the other hand, it is necessary to consider the level of capacity of the teachers to teach a foreign language in the public institutions. In some cases, there is a lack of an appropriate training for English Teachers, having as a result a deficient learning of the English Language in the high school students. It is important that teachers be capable to teach a foreign language using the most recent methodologies created to the speaking instruction. However, the responsibility to teach an important area of the English Language, which is the oral expression in the high school level not only depends on the teacher of this level. Also, the responsibility falls on the primary and secondary level teachers, because in the initial levels are well founded the bases to develop a foreign language. Of course in high school, the teaching learning process must definitely stay in touch with the previous ones to guarantee a better result. As it can be seen, there are several aspects to be considered and analyzed to discover how the good or bad application of methodological bases affects the development of the oral expression in English.

1.6 Findings and Limitations According to the topic of this research, it has been mentioned some important authors who have given their contributions with respect to the development of the oral communication in this area of the English Language. Among the findings showed by James Asher with his method; Total Physical Response is possible to mention that the production of the oral expression is based on the idea, by which students can be considered as a children. It means that students can follow a parallel process to childhood in the first language acquisition. He claims that speech directed to young children consists primarily of commands, which they respond physically before they begin to produce any verbal response. Meanwhile, Caleb Gattegno with his method called The Silent Way; in contrast to James Asher, does not consider the students as children to develop the oral expression in English Language. This method focuses on the visual stimulus; being this method more interactive in comparison with the above mentioned, because teachers have the possibility to create simple linguistic situations which are totally under her/his control. After that, teachers can increase gradually the complexity of every exercise as progress is reached. The Silent way is different because here, speaking is what the teacher does not do in most of the possible time. â&#x20AC;&#x153;it is based on the premise that the teacher should be silent as much as possible in the classroom but the student should be encouraged to produce as much language as possibleâ&#x20AC;?12 In this method the student are stimulated to think and speak in English in a high level, in contrast to the Total Physical Respond in which the teacher has to be more active to get students produce the oral expression through the use of association with the motor activity.

Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Second Edition, page 81

An important contribution was given by Charles A. Currant with his method Community Language Learning. In this, several important factors are taken into account, in regarding with both methods as stated above: the Total Physical Response and the Silent Way, which have been proposed by James Asher and Caleb Gattegno respectively. These factors have their influence about the different problems that some students can confront in the moment they are trying to assimilate a new language. An important difference between the two authors before mentioned is that teachers can be considered as psychologists, and of course, they must take into account the motivation of the students in the teaching of the speaking. This method makes more emphasis on how students become counselors for other classmates. In this method the interaction among student-student is stimulated in comparison with the methods showed above by James Asher and Caleb Gattegno.

There are two methods that have more emphasis on the use of the oral communication in English Language with respect to the methods before mentioned: Audio Lingual Method and the Direct Method. The Audio Lingual Method whose principal goal consists on students to be able to use automatically the target language without stopping to think. The purpose of this method is using only the target language when teacher is developing the English class. Actions, pictures, or realia are used to give meaning when teacher introduces a dialogue. â&#x20AC;&#x153;Language is primarily speech in Audiolingual theory, but speaking skills are themselves dependable on the ability to accurately perceive and produce the major phonological features of the target language, and knowledge of enough vocabulary to use with these patternsâ&#x20AC;?13 According to this method, the class is based on the development of a dialogue in which the teacher applied different techniques to the learning of the oral expression.

Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Second Edition p. 58

The Direct Method makes mandatory the use of the oral communication in English Language inside the classroom. Although the role of the students is more active in comparison with the Audiolingual Method; with the Direct Method, students are encouraged to learn and think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists of a dialogue of a text. After practicing naturally, students begin to produce the sounds in English Language. It is based on the importance of what can be inferred as a deductive way in denominating and understanding words, phrases or sentences making the learning process more complex. Finally, H. Douglas Brown presents a series of characteristics that covers to a great extent the elements given by the other methods above mentioned. It is possible in this method to be a mixture of all before presented method to develop the speaking of the English Language. Brown adds stress, rhythm, intonation, affective factors, and interaction as extra values. By using constantly the English Language inside of the classroom and taking into account the native language and those prosodic aspects, students will have more possibilities to increase the speaking with all of these elements of the method. Every single method is employed as a tool to improve the speaking of the English Language. They can be used according to necessities in every moment of the educative process, and the teacher is the expert to choose what to use according to the studentsâ&#x20AC;&#x2122; necessities.

1.7 Concepts and Categories

“Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology links theory and practice. Within methodology a distinction is often made between methods and approaches in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approach is language teaching philosophy that can be interpreted and applied in a variety of different ways in the classroom”14. According to the Macmillan English Dictionary for Advanced Learners of American English, the term method is defined as “a way of doing something, especially a planned or established way” 15. With respect to the term Approach this refers to “theories about the nature of the language and language learning that serve as the source of practices and principles in language teaching”16. It is possible to define the term Oral expression as the person’s ability to express ideas when speaking. For the teaching of the oral expression, it is necessary to apply several techniques and practices.

A technique is “the

manner in which technical details are treated”17. Meanwhile according to the same authors, Practice is a “systematic exercise for proficiency”18. These elements are necessary to be applied in the teaching learning process of the oral expression in English Teaching, when teachers are developing or improving the oral communication inside of the classroom. Based on the definition, about the classroom, it is possible to establish that “it is where the activities and methods involved in teaching take place”19. According to another definition, classroom is the place where there is an inter-relation among; students, teachers, methodologies, activities for the teaching-learning process.

Rodgers, T. S. (2001). Language Teaching Methodology (ERIC Issue Paper) Washington, DC: ERIC Clearing house on Languages and Linguistics. 15 The Macmillan English Dictionary for Advanced Learners of American English p. 882 16 Richard and Rodgers 1986 17 Merriam-Webster, Speaking Spanish Dictionary 18 Ibidem 19 The Macmillan English Dictionary for Advanced Learners of American English p. 243

For the study of a foreign language it is possible to use several methodologies that have been used by the English teacher with the purpose of developing and improving of the oral expression in the students of high school. These kinds of methodologies can be adapted according to the necessities of both, teachers and students in the teaching learning process of the speaking in English Language. Among the main methodologies that can be considered to accomplish these goals there are several that make more emphasis for developing the oral expression are: the Silent way, Total physical Response, the Direct Method, Community Language learning, the Audio-lingual Method and the methodology suggested by H. Douglas Brown. The Silent way method has a premise in which the teacher does not speak in most of the possible time, that is why this method “it is based on the premise that the teacher should be silent as much as possible.”20 He uses his knowledge to represent through mimics and comparing words to let the students the meaning of a particular word. The Total Physical Response was developed by James Asher, a professor of psychology at San Jose State University, California. This method built around the coordination of speech and action; it attempts to language through physical activity. Asher feels that adults should recapitulate the processes by which children acquire their native language. Another option in the teaching-learning process of the oral expression in English Teaching is The Direct Method, “Sauveur and other believers in the Direct Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action”21. The Communicative Language Teaching this methodology was developed by Charles A. Currant. Charles was a specialist in counseling and his experiences and knowledge were implemented and applied in the teaching area of the 20

Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in language Teaching. Second Edition, P. 81 21

Jack C. Richards and Theodore S. Rodgers. Approaches and Methos in Language Teaching. Second Edition, p 11.

English Language. It was a method found in the change in a European county, in Britain. This occurred in 1960s when “some teaching proposals focused more directly on instructional factors. Cooperative Learning for example, which shares many of the characteristics of communicative Language Teaching, promotes learning through communication in pairs or small groups”22. The Audiolingual Method makes mainly emphasis in sounds and practice in speaking. This refers to how students can learn practicing reading different materials. This method emerges as regulated form to increase the attention given to foreign language teaching in the United States toward the 1950s, but that started to be implemented when the United State came into world II because it was necessary to have specialized personnel in translating different languages and codes into English. Finally, in the methodology presented by H. Douglas Brown, there are some characteristics: “Clustering, it consists in producing a fluent speech. Redundancy, this characteristic is motivated by the teacher, and it is practiced by the students who will have the opportunity to make meaning clearer. Reduced forms let students familiarize with the pronunciation of colloquial contractions. Stress, Rhythm, and Intonation, Stress, it consists in to pronounce a particular word or syllable more loudly or with greater force than other words or syllables. Rhythm, it is a regular pattern of sounds, and Intonation, it means the way how the voice rises or falls to speak. With the correct use of these prosodic aspects students can transmit important messages. Brown presents the Interaction. In this technique it is necessary to be surrounded by interlocutors to practice the creativity of conversational negotiation.”23

Jack C. Richard and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Second Edition, p. 174 23 H. Douglas Brown. Teaching by Principles and interactive Approach to Language Pedagogy. Second edition p.270

CHAPTER II: Theoretical Framework

2.1 Theoretical- Methodological Basis In this research it is mandatory to mention that “Methodology in language teaching are the methods and principles used for doing a particular kind of work, especially scientific or academic research”24, and also taking into account the definition of Base; “A set of ideas, facts, achievements, etc. from which something can be developed”25. It is important to consider these concepts because they represent the starting point of this research. According to Macmillan dictionary, to join both definitions: base and methodology, it is possible to infer that Methodological Bases are all the methods and principles which have been designed with a set of ideas strongly supported to produce in this case an academic result. Also, it is indispensable to consider the two kinds of English Language Teaching, ESL and EFL with their respective theories and which of them have a close relation with the reality of our country El Salvador. It must be discussed specifically those theories and methods that have been developed, and those which presently are being developed. The teaching of the English Language has been influenced by linguistics theories and by theories of language acquisition and development. When considering current approaches to teaching speaking, it is helpful to understand these theories and how they have given a rise of changes in the way second languages have been taught. In this research work, it will be examined different concepts that have a close relation with the teaching learning process of the English Language, specifically their implications in the production of the oral expression in the English Language.

24 25

Macmillan English Dictionary for Advanced learners of American English , page 882 Ibiden

2.1.1 English as a Foreign Language (EFL) or as Second As a Second Language (ESL)

It is important to consider that there are at least two ways of naming the teaching- learning process of the English Language: English as a Foreign Language (EFL) and English as a Second Language (ESL), according to the objectives or necessities to certain places or programs or curriculum. For example, for David Nunan, English as a Foreign Language is defined as “the teaching and learning of English in communities where it is not widely used for communication.26” Meanwhile, to cite again David Nunan, with respect to the definition about English as a Second Language, Nunan states that is “ The teaching and learning of English in communities where it is widely used for communication by the population at a large rate of fifty percent.”27 It is very important to analyze these fundamental differences among both EFL and ESL to get a better comprehension of the more suitable methodologies to teach the oral expression in the English Language. In our country, El Salvador, the subject of English Language is taught in public institutions as a foreign Language. It means that the English Language could be learned by the students; however, the language would not be spoken, because the community around the institution, it means parents, friends, or many people do not speak the language. Meanwhile, in the case of English as a Second Language(ESL), in spite of there are some countries that have their respective Languages or dialects like Canada, Sudafrica.etc. The English as a Second Language is spoken by a lot of people in many states or provinces of all these countries, letting that the English Language reaches an all above EFL, a great development in these countries. Also, it is fundamental to add other approaches that have an important characteristic in regarding with the teaching of the production of the oral expression in the English Language. According to Celce-Murcia and others, “The field of modern language teaching has developed two general approaches 26 27

Nunan, David (1999) “Second Language Teaching and Learning”, Heinle and Heinle Publisher, p. 306 Ibiden

to the teaching of pronunciation: (1) an intuitive-imitative approach and (2) an analytic-linguistic approachâ&#x20AC;?28. An intuitive-imitative approach depends on the learnerâ&#x20AC;&#x2122;s ability to listen and imitate the rhythms and sounds of the target language without the intervention of any explicit information. It also presupposes the availability of good models to listen to a possibility that has been enhanced by the availability first of phonograph records, then of a tape recorders and language labs in the mid-twentieth century, and more recently of audio in DVD, CD ROMS, and compact discs. An analytic-linguistic approach, on the other hand, utilizes information and tools such as the phonetic alphabet, articulatory description, and charts of the vocal apparatus, contrastive information, and other aids. This approach was developed to complement rather than to replace the intuitive imitative approach, which was typically retained as the practice phase used with the phonetic information. In most Salvadoran schools, teachers are based mostly on the intuitive-imitative approach if they use the language to communicate. Very few teachers use the analytic-linguistic approach to teach English, and they do so when they lack of communicative skills.

2.1.2 Goals and Techniques for Teaching Speaking The main goal of teaching the speaking skill is to reach an efficient communication. Students should be able to get themselves understood, using their current proficiency to the fullest. Students must try to transfer the message without any kind of confusion caused by errors of pronunciation, grammar, or vocabulary. Also, it is important to consider the social and cultural rules that apply in each communicative situation. There are balanced activities and approaches that help students to develop communicative efficiency in speaking. According to Grace Stovall Burkart in her material what it is and how to teach it, states, â&#x20AC;&#x153;To help students develop communicative efficiency in speaking, instructors can use a balanced activity 28

Marianne, Celce-Murcia, Donna, M. Brinton., Janet M. Goodwin. Teaching Pronunciation a reference for teachers of English to speaker of other language. First edition p.2

approach that combines language input, structured output, and communicative output.”29 The developing of the oral communication happens in the way the teacher reads passages, and provides listening activities as well as the way the teacher talks and has a direct relation with the Language input. These important characteristics will give learners the material they need to begin to produce language themselves. Language input may be Content Oriented or Form Oriented. “ContentOriented Input focuses on information, whether it is a simple weather report or an extended lecture on an academic topic. Content-Oriented- Input may also include descriptions of learning strategies and examples of their use. FormOriented- Input focuses on ways of using the language for example: guidance from the teacher or another source on vocabulary, pronunciation, and grammar (linguistic competence); appropriate things to say in specific contexts like discourse competence, expectations for rate of speech, pause length, turntaking, and other social aspects of language use (sociolinguistic competence). It can also be provided an explicit instruction in phrases used to ask for clarification and repair miscommunication (strategic competence).”30 According to the previous paragraph, there are two ways to establish and develop oral communication from the teacher and students’ side at least inside of the classroom. At the first place, it is possible to use language which is based on common context as converse about opinions on different topics like weather report in which students share their own points of view or opinions. On the other side, there is another way a teacher can use to push the oral communication, and it is through the use of language which focuses its context in aspects such as the use of new vocabulary, correct pronunciation, and other aspects mentioned before. These kinds of language input can be used as a complement from one to another. 29

http://www.nclrc.org/essentials/speaking/spindex.htm

Following with the activities proposed by Grace Stovall Burkart, it is possible to mention the structured output. This activity is based on correct form. Students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced. This structured output was designed to make learners comfortable producing specific language items recently introduced. On the other hand, in the communicative output, the learnersâ&#x20AC;&#x2122; main purpose is to complete as obtaining information, creating a video, or developing a travel plan. To make this, students may use the language that the teacher has just introduced; however, students may draw on any other vocabulary, grammar, and some communication strategies that they know. In everyday communication, spoken exchanges take place because there is some sort of information gap among the participants. Communicative output activities involve a similar real information gap. In order to complete the task, students must reduce or eliminate the information gap. In these activities, language is a tool, not an end in itself.

2.1.3 Principles for Designing Speaking Skills There are several principles that have been proposed by H. Douglas Brown with the objective of using them to improve the speaking skill: â&#x20AC;&#x153;1- Use techniques that cover the spectrum of learner needs, from language based on interaction, meaning and fluency. 2- Provide intrinsically motivating techniques. 3- Encourage the use of authentic language in meaningful contexts. 4- Provide appropriate feedback and correction. 5- Give students opportunities to initiate oral communication. 6- Encourage the development of speaking strategies.â&#x20AC;?31

H. Douglas Brown. Teaching by Principles and interactive Approach to Language Pedagogy. Second edition p.275

2.1.3.1 Cover Learner Needs The first principle uses techniques that cover the spectrum of learners, from language based on interaction, meaning and fluency. It tells about interactive

activities

that

don’t capitalize

grammatical pointers or

pronunciation tips. When you do a jigsaw, a group technique, playing a game, or discussing solutions to the environmental crisis, make sure that your tasks include techniques designed to help students to perceive and use the building blocks of the language. At the same time, don’t bore your students with repetitious drills. It means that any drill that teachers do, must have to students a meaningful learning letting that students assimilate this knowledge without any problem.

2.1.3.2 Provide Intrinsically Motivating Techniques. This principle is based on the goals and interests of students’ necessities for knowledge, for status, for achieving competence and autonomy, and for being all that they can be. Often, students do not know why teachers ask them to do certain things. It is necessary for students to know the reason why teachers ask them to do specific things, and how these activities will benefit them. In addition to this characteristics, the contents must be oriented to the expectation of the learners that help them solve some difficulties in real life, showing with this the authentic value to speaking a second language, and its respective advantages for a better life, specifically in the professional life.

2.1.3.3 Encourage the Use of Authentic Language in Meaningful Contexts “It is not easy to keep coming up with meaningful interaction. Teachers all surrender to the temptation to do and say disconnected little grammar exercises when they go around the classroom calling on student one by one to pick the right answer.”32 It takes energy and creativity to devise authentic contexts and meaningful interaction, even according to the context drills, these could be structured to provide a sense of authenticity. 32

Ibidem

2.1.3.4 Provide Appropriate Feedback and Correction In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. In ESL situations, they may get such feedback “out there” beyond the classroom, but even teachers are in a position to be of a great benefit. It is important that teachers take advantage of their knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment. Students can improve their speech when teachers provide suitable feedback on how to organize their ideas in a variety of different ways through the respective corrections that teachers have just introduced. In this case the use of appropriate feedback and correction in relation with the most appropriate situation will have as result a meaningful learning for the students.

2.1.3.5 Give Students Opportunities to Initiate Oral Communication. A good deal of typical classroom interaction is characterized by the teacher giving initiation of the speaking of the English language. The teacher asks questions, gives directions, and provides information, and students have been conditioned only to “speak when spoken to.” Part of oral communication competence is the ability to initiate conversations, to nominate topics, to ask questions, to control conversations, and to change the subject as it can be desired. As you design and use speaking techniques, ask yourself if you have allowed students to initiate language.

2.1.3.6 Encourage the Development of Speaking Strategies. Students simply have not thought about developing their own personal strategies for accomplishing oral communicative purposes. The classroom can be one in which students become aware of, and have a chance to practice, such strategies as: -

“Asking for clarification (what?)

Asking someone to repeat something (Excuse me?).

Using fillers (Uh, I mean, well) in order to gain time to process.

Using conversation maintenance cues (Uh huh, Right, Yeah, Okay).

Getting someone’s attention (Hey, say, so).

Using formulaic expression (at the survival stage) (How much does___ cost?

How do you get to the _____?)

Using mime and nonverbal expressions to convey meaning.”33

With the use of these strategies, students can be clear about some difficult aspects to understand, for example the indication given by the teacher, or when a classmate is talking about any topic. Moreover, learners will have the opportunity to clarify doubts, or express understanding about any topic that is being developed in class.

2.1.4 Strategies for Developing the Speaking Skill It is important to improve the ability to speak the English Language; to do this, the teacher can use the most suitable strategies to develop the speaking skill, “effective teachers teach students speaking strategies as using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using the English Language and its spoken way. The teacher helps students learn to speak, so that students can use speaking to learn”34.

2.1.4.1 Using Minimal Responses The purpose of this strategy is to complete the lack of confidence in the ability to participate in oral interaction. Frequently in the classroom, a lot of students often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal 33

H. Douglas Brown. Teaching by Principles and interactive Approach to Language Pedagogy. Second edition p.276

http://www.nclrc.org/essentials/speaking/spindex.htm

responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. Among some examples of the stocks that can be used to develop this skill, it is possible to mention an example as: idiomatic phrases, with this, students can indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Positive experiences in speaking can lead to increase the self confidence in students through the use of minimal responses letting with this students have at least something to say in English Language as starting point in the teaching learning process of the English Language.

2.1.4.2 Recognizing Scripts This skill has a direct relation with a set of spoken exchanges like: greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often followed by patterns or scripts. Teachers can help students develop the speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear, and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

2.1.4.3 Using Language to Talk about Language Generally, when students do not understand another student or when they realize that a conversation partner has not understood them, students are often too embarrassed or shy to say something. To overcome this barrier, teachers can help students by assuring them that misunderstandings and the need for clarification can occur in any type of interaction, whatever the participantsâ&#x20AC;&#x2122; language skill levels are. Through the use of language to talk about language, teacher can create an authentic practice environment, because by encouraging students to use clarification phrases when misunderstanding occurs, and by responding positively when they happen, students will be capable to understand each other

and talk in a proper manner when a conversation is being developed by teachers and students.

2.1.5 Factors and its Influences in the Teaching Learning Process in English Language in Relation with Oral Expression.

â&#x20AC;&#x153;There are at least five factors that are crucial to the teaching-learning process of the English language in relation to speaking: the teacher, the student, the methodology, the curriculum and educational context. These factors could be favorable if students have higher levels of learning, but unfavorable circumstances can interfere with and affect the results greatly.â&#x20AC;?35 So, the key is to determine whether they are directly related to oral expression. These factors operate in favor or against the learning process in public educational institutions. From there, it is possible to explain or alone justify the failure to achieve levels of communicative competence in English of students completing their junior year. All teachers must be aware of their existence to improve the oral skill development in his/her students. The perfect balance of these factors above mentioned, it will help to the developing of the teaching-learning process of the English Language at least inside of the classrooms. It is important that the Ministry of Education, teachers and students take into account all these factors and include them as a main point by which the teaching of the English Language is based and developed.

2.1.5.1 Teacher Factors The role and profile of teachers of the English language is crucial to a successful process in the English language learning. His professionalization, communicative competence in English, and teaching skills are factors

www.udb.edu.svdialogospdfinforme1_4pdf.pdf

indispensable that must be taken into account when the teacher is developing this subject with its respective contents and specifically the oral skill.

2.1.5.1.1 Professionalization Professionalization refers to the academic-professional preparation by which the teacher has been qualified by specialists in the English Language area. This point is important to emphasize instruction because its specialization degree and teacher performance clues in language skills and educational terms are radical. A teacher is supposed to have the methods and techniques that will foster the oral skill in his students. Otherwise, there is a lack of guidance, and the skill diminishes its results or potential.

2.1.5.1.2 Communicative Competence in English It is equally important that the teacher who teaches English has the highest level of communicative competence as possible. It is generally expected that the teacher has a high advanced level of communicative competence. Its importance is that the English teacher in the classroom becomes a model of communicative performance in terms of pronunciation, fluency, intonation vocabulary, grammar, etc. Students need to imitate and reproduce this model provided by the teacher to improve their communicate competence in the English Language. A poor model provided by the teacher will produce a negative impact on the acquisition of the Communicative competence in English. To determine the level of communicative competence is necessary to apply a standardized test of communicative competence in English. A teacher with a poor oral skill will not obtain good English speakers; nobody can give what he/she doesnâ&#x20AC;&#x2122;t have.

2.1.5.1.3 Teaching Skills The Teaching skills mean the knowledge about effective use of strategies or skills to reach a better result in the teaching-learning process of the oral

expression in English Language. They generate significant learning, consistent with the nature and purpose of the EFL methodology. These skills are best assessed by observing a class to analyze the teacher’s performance. Therefore, a way of inferring these skills is picking up the professionalization of the teacher who teaches English; and from there, to assume that as a result of training that knowledge was acquired, and the desirable teaching skills were developed.

2.1.5.2 Student Factors Undoubtedly, the most important factor is the student. This is the subject and object of all processes of educational activities. The student also is a variable that affects, in this case his/her own learning. Therefore, their study habits, attitudes towards English and associated elements (English class, teacher, language itself, culture, etc) are radical. Also, it is fundamental to add to this factor intrinsic element as motivation, self-esteem, and enough interest on the English Language subject. These elements could operate in favor or against learning according to the level of importance given by the teacher.

2.1.5.2.1 The Affective Factor In words of H. Douglas Brown, “the lack of confidence is one of the major obstacles learners have to overcome in learning how to speak is the anxiety generated over the risks of blurting things out that are wrong or incomprehensible, because of the language ego that informs people that you are what you speak.”36 It is possible that a lot of students are reluctant to be judged by the other students inside of the classroom. For this reason, some students feel shy or embarrassed. Another viewpoint, Celce-Murcia and others have cited Guiora (1972), “The personality or language ego is at the very core of the language learning process, especially where the skill of pronunciation is

H. Douglas Brown “Teaching by Principles an Interactive Approach to Language Pedagogy, second edition. P.269

concernedâ&#x20AC;?.37 Speaking the English language involves the accurate operation of learning and manipulating elements like grammar, syntax, and vocabulary. At the extreme limits of proficiency, they modify one of the basic modes of identification by the self and others, the way students sound.

2.1.5.2.2 Motivation The motivation has a close relation with the students who are most successful, when learning a foreign language. Those are who like the people that speak the language, admire the culture, and have a desire to become familiar with or even integrated into the society in which the English language is used. To get students integrated with the motivation to his/her own teaching learning process, the teacher has the responsibility to work on this feeling to keep and increase through the explanation the advantages and opportunities in the professional area once students are motivated. It means a teacher can use ideas such as the opportunity to work in another country like the United States of America with an attractive salary, increase the level of life, get professional growth, etc., to raise motivation levels in his students.

2.1.5.2.3 Attitude This aspect is considered relevant because some learners are more capable of acquiring a good pronunciation than others; to this case the attitude is useful here. An old phrase states that attitude is half way of the entire job, and it is absolutely true to develop the oral skill indeed. According to Carroll, there are four traits that constitute language attitude:

â&#x20AC;&#x153;In first place it is possible to

mention Phonetic Coding Ability, which is the capacity to discriminate and code foreign sounds such that they can be remembered and recalled in an easy way. Secondly, it is found the Grammatical Sensitivity, which is the ability to analyze language and figure out grammatical rules. Following, there is the 37

Marianne Celce-Murcia â&#x20AC;&#x153;Teaching pronunciation a reference for teachers of English to speakers of other languages. P.18.

aspect of Inductive Language Learning Ability that is the capacity to pick up language through exposure. Finally, it is found Memory. This important aspect consists about the amount of rote learning activity needed to internalize something (a new sound, a lexical item, grammatical rules, the pronunciation or spelling of a word, etc.)” 38 The correct mixture and use of these four traits will be very useful when students try to produce oral communication because they will emerge with the right attitude towards learning.

2.1.5.3 The Methodology Factor The teaching-learning, understood as a set of teaching applications, methods, strategies and practical procedures in seeking to generate classroom learning, is very important. Its focus, orientation, nature and purpose can develop communicative language skills, or acquire knowledge of the language or not making progress in any direction. “This factor is addressed from four indicators: (1) English use as means of communication and as an object of study, (2) teaching techniques, (3) use of technological resources, and (4) use of a textbook.”39

2.1.5.3.1 Using English as a Means of Communication and as an Object of Study In a common class of English, this is used as an object of study or as content. A strategy commonly used in EFL teaching, focusing communication is to use English as a means of communication, not only as content. Through developing the class one hundred percent in English, the student is inserted in a context and language environment that challenges and pushes interaction in the target language. This provides language input that otherwise would not exist, and it serves the student's linguistic model. At the end, this strategy seeks to create

38 39

Ibidem p.17 www.udb.edu.svdialogospdfinforme1_4pdf.pdf

an English language environment to learning that language. It makes no sense to teach English in Spanish.

2.1.5.3.2 Teaching Techniques

Teaching techniques are practical procedures used to develop a linguistics item, usually through practice and exercise. Through teaching techniques, the oral skills can be developed, and it is possible to acquire more effective communication. The teaching techniques are generally consistent with a teaching method and are focused on a macro-skill (oral and written comprehension listening and reading). Through the techniques used by the teacher, it can be determined if he is using a communicative approach or a grammatical approach, and either one or the other are oriented differently towards the oral skill development.

2.1.5.3.3 Technological Resources The language learning requires the support of many educational resources. These can be divided in two kinds: (1) Materials / printed as sheets, posters, flashcards, and textbooks, and (2) equipment / technology as the recorder, TV, DVD, multimedia laboratory, computers and the Internet. In this teachingâ&#x20AC;&#x201C; learning process is fundamental that teachers use all technological resources as an indispensable tool to help and promote the teaching and learning of the macro skill, the speaking. The correct use of technological resources will facilitate the process for both the teacher and students, because currently, the technology can be reached by everybody. It is unthinkable that students will learn a language with the mere presence of the teacher.

2.1.5.3.4 Textbook According to Roger Seguin in his book Methodological Guides says: â&#x20AC;&#x153;Textbooks structure the content presenting an organization and sequencing of the same one that operates as guide of the process of teaching and learningâ&#x20AC;?40 40

Roger Seguin. The Elaboration of school Textbooks Methodological Guide, UNESCO, December 1989.

To Roger Seguin, the textbook is one of the most valuable resources used in the English class. This resource is useful for both teachers and students because it provides content and teaching-learning activities inside and outside of the classroom. The easier will make in many ways, the planning and development activities. But its usefulness depends on a number of factors among which are the following: (1) Its congruence with the curriculum in terms of objectives and approaches, (2) its congruence with the students in terms of the nature of activities, level, and context; and (3) its consistency with the teacher in terms of education, philosophy, and English level. â&#x20AC;&#x153;In relation with speaking, a textbook must guarantee the development of the oral communication, presenting a variety of situations that permit the students to take the correct words to formulate ideas. A textbook must describe and comment situations of group work as dramatizations or dialogues that permit to exchange experiences, ideas, feelings, and action plans.â&#x20AC;?41 A textbook which does not focus on the Salvadoran context or does not contrast the cultural context of the foreign language probably does not contribute to develop the oral communication in English Language in the Salvadoran classrooms. The selection of the correct textbook in Salvadoran classrooms to develop the oral skill must be carefully made.

2.1.5.4 The Curriculum Factor The curriculum factor also plays a leading role in the teaching and learning process and especially in the development of the oral skill. This is reflected in all guidelines, scope, and approaches that guide and direct the teaching and learning of the English language. The national curriculum is therefore affecting all teachers and students of public schools. A curriculum well designed, well dimensioned with the appropriate approach has the possibilities to affect more and better in terms of English language learning that one who lacks these features. The expected outcome in regards to the oral skill must be clearly

Ibidem

stated and defined. The curriculum must be designed to develop the oral proficiency from its students as one of its objectives.

2.1.5.5 The Educational Context Factor.

The educational context is the physical and social environment in which students learn English. Among them is the home, school, classroom, the principal and the other teachers. It is assumed here that enabling environments that affect positively or negatively the oral skill interfere with the intention of making students speak English. A favorable educational context is

that which

provides resources and

conditions that help students speak English, such as resources, materials, and technology (libraries, laboratories, technology), furniture, and appropriate physical spaces, good use of time assigned for English class, small class groups (less than 20 students), support for extra activities class, support the principal and other teachers, among others. In favorable conditions, the teaching learning process in oral expression of the English Language will have better outcomes.

2.2 Empirical Framework 2.2.1 Monograph of Mejicanos municipality I. Geographical Data a. Department: San Salvador. b. Municipality: Mejicanos city c. Political Party in Charge: Frente Farabundo MartĂ para la LiberaciĂłn Nacional. (FMLN) d. Number of Neighborhoods and cantones (rural area): The city of Mejicanos is divided in 6 regions: San Ramon, Zacamil, San Roque, Montreal, Centro and Norte.

El Departmento de Catastro de Tierra y Registro has a record throughout the municipality of 265 colonies among condominiums, construction sites, and residential communities. e. Population:

Total: 181,879

Women: 93,940

Men: 87,939

II. Demographic Data Mejicanos city is located in the eastern San Salvador department. It is bounded on the north with Ayutuxtepeque and Apopa, to the east with Ciudad Delgado and Cuscatancingo, and to the south and west with the municipality of San Salvador. It is divided into 4 counties and 36 villages. Its main river is the San Antonio, and its nearest volcano is called "Volcรกn de San Salvador" According to the Departamento de Estadistica y Censo from Ministerio de Economia, the population of Mejicanos city has a total population of 181,879 inhabitants. The inhabitants are engaged in linen, yarn, zippers, chemicals, iron beds, furniture, bricks and cement pipes, tiles and food items. Also, they are engaged in agriculture and livestock. III. Hydrographic Data The following rivers cross through the township of Mejicanos: Quebrada El Carmen, Chรกncala, Los Amates, Chicaguaste, El Zapote and Las Lajas. IV. Recognition Data: 1) Design and elaboration of the map

2) General Description of the spaces and symbols The entire area has one City Hall, 1 hospital, 2 health units, 38 schools, 3 ISSS clinics, 2 National Institutes, 7 Catholic churches, 15 Protestant Churches, the green cross, 15 self-help groups, 8 athletic fields, a house of culture, 30 parks, among the basic services we have water, electricity, telephone, internet, mail, police, and 8 Juzgados de Paz.

3) Housing and its features (Description of the kinds of buildings and materials) The types of housing in the urban area are a mixed system in an 80%. All have access to water services, electricity, telephone, cable, and Internet. A 15% of the housing system is built with mixed or combined with other materials as brick tiles, sheet and have compost latrines. It must be mentioned that only the ancient settlements are those that have these characteristics and that historical moment were categorized as rural, but the increasing of new settlements became part of the urban area, and because of economic factors, these old houses

did

not

make

the

change

suitable

system.

A low percentage of houses are built with mud and other materials. Some others are built with accessories such as cardboard and sheets in homes where people live in extreme poverty.

V. Economic structure and social, according to the service access 1. Basic services Transportation Routes: There are main paved roads in good condition that are easily accessible from different points to enter from down town San Salvador to the municipality of Mejicanos. There is a boulevard road from the Constitution Boulevard that outputs to the west and north. The distance to municipalities from the capital city is 8 km. In the cantons there are non paved or rustic roads to make conditions suitable for vehicular traffic.

Local Power Generation:

Distribution Companies: CAESS and Del Sur provide electricity in a 100% in urban and rural areas. There is poor service in some areas. The wiring is according to the load demand. Telecommunications System Claro, Telefรณnica, DIGICEL, and TIGO provide with an adequate service, the 90% is cellular telephony. The municipality has a public phone service network, which suffers damages according to crime in the area. Infrastructure Hospital Nacional Zacamil 2 Unidades de Salud Zacamil 3 ISSS Medical Unit 3 Municipal markets 38 national schools 1 House of Culture 30 small parks 7 Catholic churches 15 Protestant churches 3 Mormon churches 1 City hall 2 National Institutes 8 Athletic fields

2. Educational service indicators The number of public schools and private schools established in the municipality is thirty, and there are two national institutes:

Instituto

Nacional Alberto Masferrer and Instituto Nacional del Japón. It also has 9 police stations throughout the municipality, including the main delegation of Mejicanos. 3. Health Service Indicators Among the institutions of government public health service in the municipality, it can be identified two health units: Zacamil Health Unit and Health Unit of Mejicanos, three Clinics of Social Security: Virgen del Tránsito, in downtown Mejicanos; Palmira Community Clinic and the Instituto Salvadoreño del Seguro Social, located in Colonia Zacamil. A public hospital: Hospital Nacional Zacamil, and a clinic of social assistance which is managed and supported by the Club de Leones of Mejicanos. There are also clinics of Municipal and ecclesiastic character without specifying a specific number. 4. Economic Indicators The primary activity in Mejicanos is basically farming. There are small farmers, whose production is mainly for domestic consumption. The surplus produced is sold in the local markets, excepting a cooperative located in the San Salvador volcano which belongs to the municipality of Mejicanos, There, the primary economic activity is the coffee crops. 5. Cultural Indicators Family structure: - There are a high percentage of disintegrated families. - There is a lot of poverty in some places. - There are appalling health conditions in kindergarten and first study years. - There is parents’ irresponsibility in the formation of their children. - A section of the population lives in marginal areas. - Another sector lives in their own home, and the rest live at home or rent

apartments, rooms or shacks. Types of families • Nuclear: consisting of a mother, father and their children. • Extensive: consisting of relatives whose relations are not only between parents and children. An extended family may include grandparents, uncles, cousins and other relatives by blood or marriage.

2.2.2

Institution generalities

The Instituto Nacional Alberto Masferrer of Colonia Zacamil was founded on March 1st, 1981, as a result of decentralization and establishment of projects of peripherals schools. The Instituto Nacional Alberto Masferrer started to function with 22 teachers, 2 secretaries, 2 janitors, and about 300 students. There are two types of high school:

Academic, with three specialties Humanistic,

Physical-Mathematical and Biological Chemical; and Bachelor of Commerce and Administration with two specialties Accounting and Secretarial. His first name

was

“Instituto

Nacional

General

Francisco

Menéndez

Zacamil

Community”, known as "INFRAMEN". But on September 3 , 1983; it changed its name to Instituto Nacional "Maestro Alberto Masferrer" INAM. Initially, in the first two years, the institution was housed in two different places: the Metropolitan School (1981) and after in the Oriental Republic of Uruguay school (1982). In 1983, the school was transferred to the new building where it is up to now. The student population at that time was 565 students. Present time The building structure consists of three floors. On the first floor, there are located the administrative offices and the library. On the Second and Third floors of the building, there are only classrooms. With projects carried out by students and the foreign aid, over 6 classrooms, a basketball field, walkways and shadows have been built (See annex 1). The Ministry of Education built the arts and crafts workshop, which currently serves a population of 851 students in three days of work. In the morning shift, there are 12 sections, which receive a

total of 433 students. In the afternoon shift, there are 12 sections with a total of 418 students.

Services provided

The academic specialties served, are Commercial and Vocational Technical High School, General High School. Besides, the institute has the library services, a small computer center, a CRA classroom, Biology and Chemistry Laboratories, a machine hall, medical services in its clinic, and offices in nine specialties with workshops for ladies and gentlemen. The Institute supports youth stratum with a low income. These students come from homes with high rates of family disintegration. Their family structure depends on mothers, grandparents, uncles or older siblings. It has been identified along with the educational work that Instituto Nacional Alberto Masferrer the requirement of better teaching-learning methods to fulfill expectations. The educational needs of students, who study here, are a lot, for it is necessary to apply planning strategies to guide the student to action, " to know wellâ&#x20AC;? what they have chosen.

Institutional Environment The atmosphere within the institution is nice, because there is order and discipline in the members of the institution, and in several administrative and pedagogical processes. Despite of being located in a municipality which has been considered in recent months as the most violent (Mejicanos ); so far, no student has been involved in acts of student violence.

Resources The institution also has the resources to develop their academic activities such as: infrastructure and adequate space, laboratories, a computer center, a library, a photocopier, an internet cafe, two cafeterias, a basketball court, a 52

covered patio, craft workshops, nine occupational specialty workshops for ladies and gentlemen, automotive repair shops. INAM has a staff of teachers some of them interested and aware of the importance of updating their knowledge on an ongoing basis and in accordance with new demands from a global society.

Infrastructure Conditions The infrastructure of the institution seems to be in good condition, such as classrooms administrative area, recreational and sport areas, the workshop area, restrooms, etc. and this is because there is a proper maintenance. It can be noted that all members of the institution collaborate to make good use of the resources they have.

2.2.3 Teachers Overview Mrs. Cecilia Margarita Cรกrcamo Ayala has a 1C category and a level I. She graduated from Universidad Tecnolรณgica de El Salvador, and she obtained the degree of bachelor in education, with specialization in English Language. She is responsible for the first and second year of high school groups, which are distributed among the following sections: 1-1, 2-1, 2-2, 2-3, 2-4, 2-10. English classes in the subject of English in these sections are taught during the morning shift, with sections pertaining to general high school as follows: 1-1, 2-1, and 2-2, the remaining sections belong to the vocational technical school. Mrs. Marina Aracely Fuentes Urbina has a S1C category and has a level II. She graduated from Universidad de El Salvador, and she obtained the degree of professor in education, with specialization in the English Language. She is responsible for the first and second year of high school, among which are distributed the following sections: 1-2, 1-5, 1-8, 1-9, 2-4, 2-5. During the morning shift, the only section pertaining to general high school is: 1-2. The remaining sections are owned or distributed among the technical-vocational school.

Mr. Rene Sierra Torres has a S1B category, with level I. He graduated from Universidad de El Salvador and he obtained the degree of bachelor in education, with specialization of English Language. He is in charge of the first and second year of high school, with the following sections: 1-3, 1-4, 1-6, 1-7, 110 and 2-6. This Teacher has been assigned in the afternoon shift. Among the sections that belong to general high school are: 1-6, 1-7 and 2-6. Finally, the last teacher that belongs to the afternoon shift is Mrs. Ana Vilma Lรณpez; she has a category S1B and a level II. She graduated from Universidad de El Salvador (UES) and she obtained the degree of professor in Education, with specialization in English language. She is responsible for some sections of the second year of high school: 2-7, 2-8, and 2-9. The only section that belongs to general high school is: 2-7.

2.2.4 Diagnosis of classrooms and students from Instituto Nacional Alberto Masferrer

General high school is formed by the first and second year of high school, and these, at the same time, are made up of eight sections divided in two shifts, four in the morning and four for the afternoon. The sections that belong to the morning shift of the first year of general high school are: 1-1, 1-2. On the other hand, the sections that belong to the second year of general high school are: 21 and 2-2. For the evening shift sections belonging to the first-year of general high school are 1-6 and 1-7, and the second year sections are 2-6 and 2-7. The classrooms assigned for these sections are quite adequate in relation to physical space, desks and ventilation. The sections between morning and afternoon shifts are formed with an average of 38 students, with a population of 302 students from eight sections of both the morning and evening shifts. The average of ages is between 17 and 20 years old, of which 145 are male and 157 are female. A good percentage of them has the privilege of coming from families where the father and mother still live together, another good percentage

comes from broken families, where the charge of providing the basic needs of the students come from uncles, grandparents or just the mother. At the same time, it should be mentioned that most of students live in urban areas and few others in rural areas. In terms of student behavior within the school, they are characterized by being dynamic, participative, helpful, friendly and anxious as all the youth of that age.

2.3 Methodological Framework.

This research project is carrying out at Instituto Nacional â&#x20AC;&#x153;Maestro Alberto Masferrerâ&#x20AC;? (INAM); one of the tools used to achieve this investigation was the direct observation of the class. It means the methodologies, methods, techniques, and skills used by the teachers to develop the oral expression in English of the students of Bachillerato General. As well as an itemized evaluation, analysis and contrast of what was found with the theory dealing with the topic of interest. Just in this moment it was possible to mention again the term methodological bases; which are all the methods and principles designed with a set of ideas strongly supported to produce in this case an academic result. To carry out this job, it was necessary to design a procedure to collect all the information. The researchers of this work will use tools such as: observation, registration and a description-contrast approach. Among the main tool used to register the observation of the class, it is possible to mention the checklist which has been designed with the purpose of detailing the elements taken into account in the class and to verify how the methodologies, the methods, and techniques derived from these help the students of the high school to develop and improve the oral expression in English language. The check lists were designed according to the methodological bases that have been developed in this research; for example, teaching factors, student factors, technological resources, etc. which have a close relation with the study object of this investigation. Also, it is important to take in consideration the methodologies that have a close relation with the development of the oral expression and the techniques included in each of these methodologies applied by the teacher to

teach the oral expression in the classroom. This research project was based on the data gathering obtained from two sources: students, and English teachers in high school at Instituto Nacional Alberto Masferrer (INAM)

2.3.1 Population sample The present research was developed at Instituto Nacional Alberto Masferrer in 10th and 11th grade of General High School, morning shift, sections: 1-1, 1-2, 21, and 2-2. Also, it was conducted in the afternoon shift, sections: 1-6, 1-7, 2-6 and 2-7. The General High School in both shifts has a population of 302 students, their ages are between 17 and 20 years old, of which 145 are male and 157 are female. The focus of the research was the methodological bases applied in the oral expression in English teaching in 20% of them, it means with one sample of 64 students of a population of 302 students.

2.3.2 Method used to collect the data The method used to collect the data was descriptive, because through this procedure was possible to explain the phenomenon and its characteristics by comparing with what has been studied. The process of data collection was achieved through the registration of the way how the English teachers developed the teaching learning process of the English Language, specifically the teaching of the oral expression in the general high school, morning and afternoon shift , 1st and 2nd year, sections: 1-1, 1-2, 1-6, 1-7, 2-1, 2-2, 2-6 and 2-7. The data collected was analyzed in terms of studying the theory available on language teaching methodology and what it was found in the observation field. To process the information collected, it was necessary to work in a technical analysis and a formal procedure to let the researchers analyze and represent graphically the findings of this research project. The contrast of theory and practice let find out some important conclusions when processing the collected data to transform it into resulting information to be presented as an important contribution.

2.3.3 Techniques used to collect data To carry out this research, three techniques were put into practice:

the

documentary technique, the fieldwork and teachers’ interviews. The first one refers to the researchers that searched, read and analyzed previous works referring to the research topic. The second techniques used, it was the field work, which is referring to observing the English teaching classes in progress, the English teaching methodology, and the collecting of data through the checklist. The direct observations was an important help during the field work, in which the researchers observed the English classes of general high school in its eight sections in both shifts morning and afternoon as a sample of the methodology applied by the teachers in the classrooms when they were developing the speaking skill. The documentary technique was used in this research when the researchers first of all searched information from some authors who have been specialized in this subject. The field work technique was put into practice by the researches when they observed the English classes, registered the information in the checklist, and finally the teachers’ interviews that helped to the research to gather important information and know students’ preferences and the English teaching methodology.

2.3.4 Instruments used to collect data during field observation The instruments used to develop this research were four. Firstly, it is possible to mention the checklist, this tool was used for the observation of the teacher’s role, it contained twelve questions with four choices to answer, and these were: always, sometimes, rarely and not visible. (See annex2) Also, it was designed a questionnaire to the teachers with the purpose to get information about the degree obtained by the teachers, the methodology they used and to know if it was the most appropriate to develop the students’ oral expression, according to the theory investigated.(See annex3) as a third instrument it was designed a questionnaire to the students with three choices to answer and they were: mucho, poco, and nada. The reason to design these twelve questions was to

know how student felt about the class methodology, usefulness of the English subject, their preferences and their motivation. (See annex4) It is important to mention that to design the questionnaire to the students, it was necessary that the instrument was structured and applied in Spanish language to guarantee the truthfulness of the information to collect, because through the observation done by the researchers was possible to realize that students have a weakness to communicate in the English language.

2.3.5 Steps used during the research project The first step to do this research project was the planning of the activities that would be done during it lasted. It was included a formal visit to the institution where this research would be achieved to get the permission of the principal and English teachers to develop this research project inside of the institution, specifically in the sections that belong to Bachillerato general. At the same time, it was necessary to get information from different bibliographic sources, internet academic links and so forth. This theoretical information gathered was used to make a comparison among the theory with the reality of this institution in the development of the English classes. After that, the planning of instruments began, and the process of field observation and the collection of data were carried out. During the observation process, the researchers could observe that in the English class in progress; one of the macro- skills, â&#x20AC;&#x153;the speakingâ&#x20AC;?, was not applied during an important part of the class, the teacher spend a lot of time practicing the writing and reading skills with the students in class. The observation process was carried out from August 15 th to October 14th, three days a week in both morning and afternoon shifts. The following instruments are examples of the kind of tools that have been applied before, during and after the classes, and these represent a valuable mechanism to find out important aspects; for example, the main weaknesses and strengths of the teaching learning process in English language. By means of these instruments, it was possible to register important points of relevance to 58

this investigation letting the researchers to find the reality of the teaching learning process of the oral expression through the actions of tabulating and analyzing the collected data.

2.3.6 Observation checklist This check list below was used to register the way how the teachers performed their classes in the tenth and eleventh high school. The criteria items included in this checklist have been focused on the use of their methodology to develop the oral expression in English language inside of the classrooms, the adequate use of the time, resources, environment, but specially to check the frequency of the use and interaction of the oral expression among students and teacher. At the same time, it helps to know if the students have enough motivation to learn a foreign language. These questions have been designed according to the methodological bases that have been developed in this research work and are the following:

Methodological bases 1. Teacher factors 1.1 Professionalization 1.2 Communicative competence in English 1.3 Teaching skills 2. Student factors 2.1 The affective factor 2.2 Motivation 2.3 Attitude 3. The teaching methodology factor 3.1 Using English as a means of communication 3.2 Teaching techniques 3.3Technological resources 4. Textbook 5. The curriculum factor 6. The educational context factor 59

Check list to observe the teaching methodology used in the oral expression in the classroom. INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE _______ SECTION_______ DATE _______

Objective: To observe the oral expression methodology used by the teacher in the class

QUESTIONS

FRECUENCY ALWAYS

SOMETIMES

RARELY

NOT VISIBLE

1. How often does the teacher use correct methodology to teach the oral expression?

B.M # 1.1

2. How often does the teacher speak English in class?

B.M # 1.2

3. Are the techniques used in class appropriate to develop the oral expression in English? B.M # 1.3

4. How often do students interact among themselves in English?

B.M # 2.1

5- Are students motivated to speak English?

B.M # 2.2

6- Are students willing to practice English?

B.M # 2.3

7- Does the teacher communicate in English Language?

B.M # 3.1

8. Does the teacher use different techniques to develop the English class?

B.M # 3.2

9. Is technology used to teach the class?

B.M # 3.3

10. How often do students open their text book in class?

B.M # 4

11. Are the contents developed in classes designed to foster the oral expression in English Language?

B.M # 5

12. Is there a good environment for students to learn to speak English?

B.M # 6

2.3.7 Teachers’ Interview With the design of this checklist below, the teachers’ interview, the information to be collected is about the teacher’s specialization, and of course the teacher’s experience. Besides, it can be found how the teacher applies the methodologies in the English class, and the other methodologies that teachers know which are applied in the classroom with their students when they are working with the speaking macro skill. The following questions have been designed according to the methodological bases that have been developed in this research work.

TEACHERSâ&#x20AC;&#x2122; INTERVIEW Objective: To know the teacherâ&#x20AC;&#x2122;s knowledge and methodology experience.

1. Where did you graduate and what is your degree? B.M #

1.1_______________________________________

2. Do you speak English to students? ___ which are their reactions? B.M # 1.2_____________________________

3. What method(s) do you use to develop the oral expression in English in your students? B.M # 1.3____________

4. How comfortable do students feel when they speak English? B.M # 2.1__________________________________

5. Do you encourage your students to speak English? B.M # 2.2_________________________________________

6. Do you consider students can learn to speak English in your class? B.M # 2.3___________________________

7. Do you develop the class completely in English? B.M # 3.1___________________________________________

8. According to your point of view what are the most effective techniques to develop and improve the teaching of the oral expression? B.M # 3.2 _________________________________________________________________

9. Which technological resources do you use as a means to develop the oral expression in English? B.M # 3.3____

10. Do you use text book in your classes? __If yes, are they well designed according to the kind of student? B.M # 4

11. Do you consider the English curriculum contents for high school well designed to develop the oral expression in English? B.M # 5___________________________________________________________________________

12. How do you consider the social, cultural and physical environment to develop the oral expression? B.M # 6 ____________________________________________________________________________________________

2.3.8 Studentsâ&#x20AC;&#x2122; Questionnaire This questionnaire must be answered by the students of tenth and eleventh grade, sections: 1-1, 1-2, 1-6, 1-7, 2-1, 2-2, 2-6 and 2-7, at Instituto Nacional Alberto Masferrer with the objective to know their academic interest in the learning of the English language. The interest and motivation that some students can possess will be the starting point and a determinant factor which guide their knowledge with a good attitude towards the learning of a foreign language. These questions have been designed according to the methodological basis that have been develop in this research work and are the following:

5. The curriculum factor

6. The educational context factor

Cuestionario para los alumnos de bachillerato General del Instituto Nacional Alberto Masferrer. (INAM) GRADO: 1º ó 2º Año

SECCION__________

Objetivo: Conocer los intereses y motivación de los alumnos de Bachillerato General sobre la asignatura de inglés y su conocimiento sobre la utilidad e importancia de su estudio y aprendizaje para mejores oportunidades en el campo laboral. - Indicaciones: Marque con una X la opción que más se acople a su realidad

¿Consideras que el /la docente esta académicamente capacitado/a, para desarrollar la expresión oral en Idioma inglés? B.M#1.1 Mucho_____ Poco_____ Nada_____

¿Durante el presente año, tus conocimientos para tener una conversación básica en Idioma inglés han mejorado? B.M # 1.2 Mucho_____ Poco_____ Nada_____

¿Para fomentar la expresión oral en Ingles, el / la docente se auxilia de diferentes metodologías y técnicas? B.M # 1.3 Mucho_____ Poco_____ Nada_____

¿Sientes confianza al hablar en inglés, enfrente de tus compañeros de clase o profesor? B.M # 2.1 Mucho_____ Poco_____ Nada_____

¿Sientes motivación para hablar en inglés? Mucho_____ Poco_____ Nada_____

B.M # 2.2

¿Te consideras capaz de adquirir los conocimientos para hablar en inglés? Mucho_____ Poco_____ Nada_____

B.M # 2.3

¿Cuándo el /la docente desarrolla la clase de inglés, lo hace en Idioma Ingles? Mucho_____ Poco_____ Nada_____

B.M 3.1

¿Consideras apropiada la forma de enseñanza para el desarrollo de la expresión oral en inglés en la clase? B.M # 3.2 Mucho_____ Poco _____ Nada _____

¿Se auxilia el / la docente de equipo audio-visual (TV, DVD, PC, cañón, internet), para el desarrollo de la clase? B.M # 3.3 Mucho_____ Poco _____ Nada _____

10. ¿Tienes libros de texto? SI ___ NO ___ ¿Con que frecuencia lo utilizas? Mucho_____ Poco _____ Nada _____

B.M # 4

11. ¿Consideras que el nivel de Conocimiento que adquiriste para hablar en inglés, en años previos de estudio es aceptable? B.M # 5 Mucho_____ Poco_____ Nada_____ 12. ¿Crees que el ambiente social y contexto educativo es favorable, para aprender a hablar inglés? Mucho_____ Poco _____ Nada_____

B.M # 6

2.4 Theoretical-methodological formulation of the research.

The contributions done by some authors of this study about the methodology and its methods, principles, and techniques, have been applied and oriented to the development and improvement of the oral expression in the English language. All the above in comparison with the real context which has been observed through the performance of the English teachers of Bachillerato General when they are developing their classes. It is possible to establish that some limitations or contradictions were observed. For example, a lack of interest of both teachers and students to improve the teaching learning process of the English language, specifically the teaching and learning of the speaking. The checklists designed to this research gave a strong support to these arguments, because they were registered and analyzed through a significant context and with a big population of students. During this research project, it was possible to find useful information about the methods and its main techniques and skills to develop the oral expression in students. However, according to the observation, it was possible to register that a lot of time the teacher spent the class basically with the Grammar Translation Method, with dynamics to work in groups but without the intention to do an effort to create an excellent environment to work in a proper way the oral skill. To cite to H. Douglas Brown regarding with the use of Grammar Translation method to teach oral expression in English language, some important principles to this method are: â&#x20AC;&#x153;classes are taught in the mother tongue with little active use of the target language, little or no attention is given to pronunciationâ&#x20AC;?42. Now according to the researchers with the use of this method; the speaking macro-skill inside of the classroom is not encouraged totally, because the classes are developed in the Spanish language. The attitude of teachers was very passive. As a result of this passiveness demonstrated by the English teachers of high school a lack of motivation is transferred to students, affecting the development of the oral skill directly. 42

Principles of Language Learning and Teaching, H. Douglas Brown, Longman Editors (2000), San Francisco state University. Pages. 15-16.

According to H. Douglas Brown in one of his principles, he proposed the objective to improve the teaching learning process of the English language by improving

the

teachers’

attitudes,

“to

provide

intrinsically

motivating

techniques.”43 This principle states that is important to capture the student’s attention and curiosity and channel their energy towards learning. This principle applied in an appropriate way could be the base of a successful teaching learning process, because students are seen to be much actively responsible for their own learning. For another point, the technological resources were not almost visible, although the institution possesses a computer center, television set, DVD, text book.etc. The use of technological resources would facilitate the process for both, the teachers and students. On the other hand, to enhance the use of software in the classroom teachers can use different skill areas more effectively and deeply with the aid of computers software so that they can better develop students’ language abilities. “The next step in the evolution of technology is just as magical as the shift from voice to text. Simply put, voice-to-text technology allows you to speak into a microphone and watch your words appear on your computer screen as a word processing file. Current options allow you to talk to your computer as well as to handheld recorders, which then download to your computer”44. This is the way how the use of technology in the teaching learning process represents an important tool to develop the oral expression in the English language.

There is another aspect that must be considered, and it is about the amount of hours dedicated to the development of the English classes. Most language teachers will tell you that what you put in is what you get out of language studies. Companies that sell language learning products or software may claim that their method or materials will guarantee fluency in a certain period of time. Usually, that time frame just happens to correspond to their particular program. Language experts do not think that a certain method can guarantee fluency in a short period of time and with good reason.

H. Douglas Brown. Teaching by principles and interactive Approach to language pedagogy. Second edition p.275 44

www.emoe.org/ielp2/Teaching English Using Computers

The reality is that language acquisition is a complex process that involves communication, grammar, structure, comprehension and language production along with reading, writing, speaking and listening, just to name a few of the simpler aspects of language learning. "John Archibald and a team of researchers at the University of Calgary conducted a study in 2007 that examined a number of questions relating to second language learning. The found that students who learn other subjects in a foreign language are likely to gain fluency and competence faster. The method, known as Content-Based Language Teaching (CBLT), involves teaching subject matter content such as math, geography and other subjects in a foreign language"45. So, it means that with more hours of instruction in the English even in other subjects the English proficiency will be improved. However, the reality in this institution in relation with the amount of time dedicated to this subject are four classes per week, a class hour has an equivalent of forty minutes. In a real time, it is possible to tell that by a week students receive 160 minutes of class time, and if it is considered the low level that students bring with them from inferior educational levels, the time assigned to this subject is little. The level of importance that the Ministry of Education gives to this subject is not relevant according to the real importance that the learning of English Language as a second language represent to the cultural, social and economical development of our country. And as a last point, there is a tendency to waste the time in other activities as time off. This reduces to not much time to the teaching learning process of the English classes. There is not any kind of time or strategy to replace the missing time. According to Ministry of Education â&#x20AC;&#x153;Teachers use to be in the habit of organizing strikes, affecting these in general, the teaching learning process of the students. Also it must be added another important factor that is affecting the

http://drsaraheaton.wordpress.com 2011/02/20/how-long-does-it-take-to-learn-a-newlanguage/

developing of knowledge in students and this is the suspension of classes due to natural disastersâ&#x20AC;?46. According to researchers, this tendency of wasting time is affecting the teaching learning process in all levels and subjects, specifically the English subject in high school. Facts like times off and dead time are also affecting the education in students.

2.5 Contrasting theory and practice During the research development in the English classes at Instituto Nacional Alberto Masferrer, the group in charge of this research was observing the English classes with the purpose of analyzing the methods with their respective techniques used to improve and develop the oral expression in English language in the students of Bachillerato General. According to the observations, it was possible to determine that teachers in charge used in a high percentage of the class techniques derived from the method as the Grammar Translation Method, the techniques used for this method were translation of literary passages, reading comprehension questions, fill in the blanks, memorization of vocabulary with its respective translation. The explanation above mentioned, about the method used in class in contrast with the theory found in this research topic is radical to the research, because its main goal is to apply in a correct way the use of the methodological bases to develop the oral expression in the English language. However, some teachers and some specialists state that the Grammar Translation Method has been discontinued, because according to them, this method did not contribute to develop the speaking. Although, the reality observed in this institution about the method employed during the teaching-learning process of the English language is different, because teachers of Instituto Nacional Alberto Masferrer are still using the Grammar Translation Method as a main tool for teaching English Language. Some techniques of this method have been adapted to promote the speaking but with very poor results. This method has been used, taking into 46

MINED

account the low level that students have, as a result of the deficient education in the previous levels of education (Basic education). For this reason, teachers have implemented this kind of derived method, adjusting some of these skills for the teaching of the oral expression in English.

2.6 Development and theoretical definition The use of the methodological bases applied to the teaching of the oral expression in English language about our field observation has many different meanings according to dictionaries, books and authors. The methodologies used by the English teachers at Instituto Nacional Alberto Masferrer were not the most appropriate in opinion of the researchers of this investigation. In most of the techniques used by the teachers, the English language was little visible or audible. There is little use of specific techniques to try students to practice the oral expression. The Grammar Translation Method was the only method observed, and some techniques derived of this method. Although according to the researches, the techniques derived of this method, were visible during the process of the observations. The main skills applied were the emphasis of the memorization of long lists of vocabulary. The memorization of vocabulary is applied in the use of techniques of reading aloud, taking into account aspects like stress, rhythm and intonation for every word that is memorized. Teachers give students keywords to say and recognize words that look like Spanish words called Cognates, the English “ty “ often corresponds to the Spanish endings “dad” and “tad”, for example the word possibility with the Spanish word posibilidad. According to this method, students become more familiar with the grammar of their native language and this familiarity would help them to write and at the same time they learn how to speak the English Language. It is important that students know a lot of vocabulary and its meaning to produce the oral expression in a logical way. This kind of technique was applied, making emphasis in the pronunciation of the words, in an unusual way. It means that teacher says every word in a kind of chant, and after this, student repeat it in

the same way that the teacher did it. If it is considered that the listen skill has a close relation with the speaking, in a logical teaching learning process before to produce any sound; firstly it is necessary to listen to a word and after that try to produce or imitate every sound. As a beginning of a teaching learning process in English Language where the deficient level of students is evident, the Grammar Translation Method is the method that teachers have chosen to develop the oral expression in English. In this case, the oral expression is developed word by word with the objective to produce at least short sentences using the speaking macro skill. This is the way the teachers of Instituto Nacional Alberto Masferrer try to develop the oral expression in English language although this method could be considered too slow. It can be signal that the level of English language and the apparently passive attitude of the teachers of this institution do not let the oral expression be developed in a proper way.

III Operational Framework

3.1 Description of the Subject of the Research The data collected during the development of the fieldwork which was carried out at Instituto Nacional Alberto Masferrer is shown to describe the subject of the research. The main point of this research was the methodological bases applied in the oral expression in English teaching in the students of General High School, in the institution mentioned above. Through the realization of this research project, it was stated that the Salvadoran students of the public institutions do not speak English with the expected fluency in spite of the different reforms that have been implemented by MINED in our country. The fieldwork led the researchers to observe the performance of teachers and students, the English teaching methodology applied by the teachers in class; also, the attitude, motivation, and the progress shown by the students in relation with the oral expression in English Language respectively. This research was developed at Instituto Nacional Alberto Masferrer in 10 th and 11th grade of General High School, morning shift, sections: 1-1, 1-2, 2-1, and 22. Also, it was conducted in the afternoon shift, sections: 1-6, 1-7, 2-6 and 2-7. This study was accomplished with a population of 302 students. Their ages are between 17 and 20 years old, from which 145 are male and 157 are female. The focus of the research was the methodological bases applied in the oral expression in English teaching in approximately 22% of them (21.19%). It means with one important sample of 64 students of a population of 302 students. The amount of teachers in charge of the development of the English language subject in both, morning shift and afternoon shift are four, which have been specialized in the English language area. During the field observation, the teachers used methodologies which were not the most appropriate to help students to develop the oral expression. They used the Grammar Translation Method as a main methodology to develop their

English classes. Therefore, during the classes observed, teachers almost did not use the oral expression with the students specially to give them directions. In other words the directions were given in the Spanish Language; The English classes were based on the developing of other macro skills such as writing and reading. In relation with the performance of the students of High School in the classroom, they followed the teacherâ&#x20AC;&#x2122;s directions and practiced drills even though not all the students showed a real interest about to learn how to speak another Language. They repeated vocabulary in a mechanical way. The direct observation done to the teachers and students inside of the classroom had a final result to determine that the methodology applied by the English teachers most of the time was not focused to develop the English Oral expression. In relation with the studentâ&#x20AC;&#x2122;s feelings, preferences, usefulness, class methodology, motivation, etc. the researchers designed a questionnaire for the students (See annex # 3) to know the important aspects before mentioned. If it is considered that students feel motivation to learn another language, in this case the English language. They at the same time consider that they do not have the most suitable bases or foundations to reach a meaningful learning. The problem is that they did not acquire enough knowledge in the previous levels of education.

At the same time, students considered that learning

English is a complex process for them. There are important aspects that must be considered as the methodology used by the teachers. It means that teachers must know the appropriate methodology and how to use it. In relation with the national education system which has not provided the necessary conditions in schools, many times the Salvadoran teachers at public schools such as â&#x20AC;&#x153;Instituto Nacional Alberto Masferrer" must face large groups, lack of essential resources to teach the English subject, specifically tools for the development of the oral expression. This research is about the methodological bases and its relation with the developing of the oral expression and has shown how contradictory appears the theory with the practice, and the real situation in the educative institutions. On the other hand, is important to take into account the teachers, who are in charge 72

of the developing of the English subject and have the responsibility to put in practice the most suitable methodologies to improve and develop the English language in class. These teachers have been specialized in the English language area; three of them have been graduated from Universidad de El Salvador, and the last one from Universidad Tecnológica de El Salvador. Two of them have obtained the degree of professor in education, with specialization in the English language and the others two teachers have been specialized in the English language area, with the degree of bachelors in education. The numbers of sections that belongs to General high school in both, the morning shift and afternoon are eight sections, which four sections belong to the first year of the general high school and the others four belong to the second year of the general high school.

3.2 Data Gathering Procedure During the fieldwork, three kinds of checklists and one research instrument were used. One of the checklists was for the observation of the teacher’s role during the English classes, other for the student’s interview and the last one teachers’ interviews. The check list for the observation of the teacher’s role (See annex #2) was used with the objective to register how the teachers performed their job in the tenth and eleventh grades. The procedure consisted in the observation of both, teachers and students during their performance in the classroom, approximately four times a week during the months of September and October, 2011. The researchers registered the data collected about the techniques used by the teachers to develop their classes, students’ performance, etc. The method used by the researchers to collect the data was the direct observation, which demanded to consider criteria, observation and the creation of one instrument to register data. (See annex 5) The final analysis and the representation of conclusions will be based on the results gotten, and this will be the last part to be done. The bibliographical

investigation done was one of the most important parts that gave direction to the research, and this led the researchers to understand how the methodologies can be understood as well as how the gathered data can be processed to get meaningful information, to be presented in graphics, and to generate some comments. The process of calculating the data for the rest of the tables that appears in the rest of the reports was calculated in the same way for each cell of the table. There was a calculus in percentage using the following formula:

Sample mean: X=

x (100) N

Where:

N represents the total for each column or total of the observation

registered for a category, criterion of phenomenon, and the letter X represents the quantity about which it wants to figure out the percentage. A more detailed example is explained below: The data registered deals with tenth and eleventh grades and each of the diagrams comprises how often the teachers did an activity in the classroom, for instance, if the teachers did something dealing with any aspect specified in a copy of the checklist it was registered under the frequency already presented (always, sometimes, rarely, and not visible) Population and Sample Data collected from the checklist designed to register activities developed by the four English teachers in charge of the tenth and eleventh grades of general High School during the observation of twenty classes of the English subject.

Check list to observe the teaching methodology used in the oral expression in the classroom. INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

Objective: To observe the oral expression methodology used by teacher in the class. QUESTIONS

CATEGORY

1. How often does the teacher use correct methodology to teach the oral expression?

FREQUENCY

Always

0.0

Sometimes

Rarely

Not visible

To get the percentage of 0.0% (which stands for the total of times that criterion (how often does the teacher use correct methodology to teach the oral expression methodology?) was registered in the cell corresponding to the category “always”, and for the total column of always were done 20 observations. Thus: X= Σx = (0/20)* 100 = 0 %, (2/20)* 100=10%, (14/20)*100= 70%, and (4/20)*100=20% N

For the table designed to figure out the percentages of the answers gotten from the survey questionnaire given for the students, the process was very similar. The only difference here was that the total used were not the totals of columns but the total of students who answered positively for the question in turn. The following collected data has been designed to register the activities in the tenth and eleventh grade, percentages and its analyses. These analyses have been represented through bar graphs with their respective percentages for each question and for each checklist.

Summary chart Check list to observe the teaching methodology used in the oral expression in the classroom. INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

Objective: To observe the oral expression methodology used by teacher in the class. QUESTIONS

FRECUENCY Always

1. How often does the teacher use correct methodology to teach the oral expression?

Sometimes

Rarely

70 90

Not visible

2. How often does the teacher speak English in class?

3. Are the techniques used in class appropriate to develop the oral expression in English?

4. How often do students interact among themselves in English?

5- Are students motivated to speak English?

6- Are students willing to practice English?

7- Does the teacher communicate in English Language?

8. Does the teacher use different techniques to develop the English class?

9. Is technology used to teach the class?

10. How often do students open their text book in class?

100

11. Are the contents developed in classes designed to foster the oral expression in English Language?

12. Is there a good environment for students to learn to speak English?

Question analysis: 1. How often does the teacher use correct methodology to teach the oral expression?

The most significant result in this criterion was "rarely" with a high frequency of 70%, which means that in spite of teachers have been specialized in the English Language area; they do not use the most suitable methodologies to develop the oral expression in their students. And if it is added that the "not visible" aspect has a frequency of 20%, this supports the previous statement that there is a lack of adequate methodologies in their classes. According to the aspects of â&#x20AC;&#x153;Always" and "Sometimes" both have a little percentage with a frequency of 10%. This aspect shows that teachers prefer to spend the time into developing other areas of the English language like reading and writing with their respective methodologies, in spite of the English teachers have been specialized in the English language area. In conclusion, the professionalization which is the methodological base studied in this question, which has a close relation with the use of correct methodology to teach the oral expression did not accomplish with its objective, because through the observations was possible to state there is a lack of correct methodologies, affecting this the developing of the oral expression in the high school students.

2. How often does the teacher speak English in class?

In spite of the fact that this is an English class; the subject practically has been developed in the Spanish language with a frequency of 90% for the "Rarely" aspect and the frequency for both, Always and Sometimes adds 10% between them. For this case, teachers did not use their communicative competence in English, which is an important characteristic about the teacher's factor. In this aspect, it is possible to state that if there is a lack of communicative competence in English. Students will not develop the oral expression ability, because teachers represent inside of the classroom a model for the students to imitate important aspects of the speaking like stress, rhythm, vocabulary, intonation, fluency, grammar etc. For these reasons students had not the appropriate feedback in relation with some important aspects of the speaking before mentioned like stress, rhythm, intonation, fluency, grammar, etc. The methodological base analyzed in this item showed that meanwhile teachers continue with this kind of teaching, it means, speaking in Spanish language during the English classes, this methodological base will not reach an acceptable outcome.

3. Are the techniques used in class appropriate to develop the oral expression in English?

According to the aspect to evaluate for this criterion, it was possible to observe that to develop the oral expression in English language in the students of General High School; teachers did not use the most suitable strategies, skills or methodologies. The above mentioned can be stated through the analysis of the graphic for this criterion in which it is possible to observe that there is a high percentage for the "Rarely" aspect which frequency was 70%. The frequency for the “not visible” aspect was 20% which confirms what was stated before. Meanwhile, as a logical result the frequency for “Always” was 0% and the frequency for “Sometimes” was 10%, these low outcomes show a lack of correct methodology to the teaching of the oral expression in the English language. As a kind of conclusion for this aspect, it is possible to consider that if teachers did not use the correct methodology, and they did not speak English language in class, the outcomes for this aspect about the use of appropriate techniques to develop the oral expression will not be the expected.

4. How often do students interact among themselves in English?

overcome

these

feelings

shyness

fear

say

incomprehensible utterances. The result obtained for the “Rarely” frequency was 10%, and for the “not visible” frequency was a high percentage of 90%, letting these results to support the statement before mentioned. The outcomes obtained in the previous graph can be interpreted as a deficient work did by teachers to develop the enough confidence among the students to participate in oral interactions inside of the classroom. It is important that teachers do an extra effort to get students overcome this barrier which do not let the speaking grow which is one of the most important macro skills of the English language.

5- Are students motivated to speak English?

Most of the time students did not use the English Language to communicate among themselves in English classes. The result obtained in the parameters of frequency for “Always” was 0%, and according to the “Sometimes” frequency, the result obtained was 0% too. These results confirm that students do not feel enough motivation to interact among them, as a result of a lack of work in this aspect by part of the teachers. It was possible to observe that there is a little work dedicated to this area of motivation. The result obtained for the “Rarely” frequency was 50% and for the “not visible” frequency was a high percentage of 50%, letting these results to support the statement before mentioned about the lack of motivation to speak English. Analyzing the previous outcomes, it is possible to state that if the motivation aspect is not improved, the outcomes expected will be very deficient in the developing of the oral expression. The motivation aspect represents the main tool that students need to start any activity. If students have enough motivation to learn another language, the outcomes will be excellent. Meanwhile, if the students do not feel motivation the result obtained will be very deficient, specifically in the speaking area of the English language.

6. Are students willing to practice English?

This aspect has a close relationship with the fact that some learners are more capable of acquiring the necessary knowledge to speak the English Language in a proper manner. The other part of students needs to have a good attitude towards the English subject. The criterion taken into account for this aspect was to get to know the attitude of the students toward the English subject and the results obtained were for the “Always” frequency 10%, the “Sometimes” frequency 10%, showing these two parameters a low interest to learn another language, because students consider the English Language a very difficult subject. The little interest shown by the students toward the English Language can be supported in the results obtained for the “Rarely” and “Not visible” frequencies with a value of 40% for each one. As a conclusion, it is possible to state that there is a low interest from the students to learn another language, because they consider that the knowledge of the English language is not indispensable for the developing of their lives in this country.

On the other hand, a lack of correct methodologies for the

teaching of the oral skill from the teachers’ side produces such effect into students’ minds.

7- Does the teacher communicate in the English Language?

The result obtained for the “Always” frequency was 5%, which means that teachers practically did not use the English Language as a means of communication. The factor “Sometimes” was the same 10%. For the “Rarely” frequency was 90%, letting this to confirm that teachers did not insert

the

students in an English context and an English language environment through the development of the English classes one hundred percent in English language which could be a good model to achieve the development of the oral skill. As a contribution, in this item, it is important to consider that when teachers use the English language as a means of communication, not only as content for students, they will be capable to discover the importance to communicate in another language, because they will note the difference among a real situation. A simple English class developed as content will give to the students fewer expectations about the English language subject.

8. Does the teacher use different techniques to develop the English class?

The criterion of observation for this point was designed with the objective to know if teachers used a variety of techniques to teach the oral expression, for example: the most representative about the four options of frequency is “rarely” with a result of 70%, the “not visible” frequency was the second mayor result obtained with 20%. By joining the two results before mentioned, it is possible to state that in 90% of the classes, teachers rarely or was not visible the development of different techniques inside the classroom. The lack of appropriate techniques for the developing of the oral expression can be supported in the results obtained in both “Always” and “Sometimes” frequency with a low percentage between the two with only 15%. As an analysis point, based on the previous data, it is possible to infer that different techniques have been developed with the objective to help both the teachers and students for the improvement of the English language. Every technique must be implemented according to necessities presented in every moment by teachers and students and can be adapted in particular situations during the teaching learning process of the English language. In the future, If teachers do not use these tools in a proper way, the results will be as the above mentioned.

9. Is technology used to teach the class?

The result obtained for the “Always” frequency was 5%. The “Sometimes” frequency was 10%. These results show a little use of technology for the teaching learning process of

the oral expression. According to the

methodological bases related with this point, the language learning requires the support of many educational resources, and their use could facilitate to achieve this goal. The “Rarely” frequency, with a result 70% represents the fact that teachers for different reasons do not apply the use of technological resources in English classes. For example, a reason could be that the institution does not have the enough technological resources as computers, software’ programs, etc. to develop the English language through these tools. There is a price to pay for this lack of technological resources in the students’ motivation to speak English in class. Another reason could be the lack of willingness by part of teachers to request for the respective equipment to the people in charge of these equipments in the institution. The use of the technology to deliver the English class in a proper way will be necessary to reach the objective to improve the speaking and at the same time to increase the interest on this subject from of the students’ side.

As a recommendation for this point, it is important that teachers use the technological resources, because through this tool, it is possible to reinforce the oral skill by means of this, students can practice the oral expression inside and outside of the classroom. Besides, the use of different hearing aids like DVD, TV, computers, CD player, or internet can facilitate the teaching learning process of the speaking skill and at the same time the process of teaching could be most efficient since motivation will be also increased.

10. How often do students open their textbook in class?

The results of the frequency obtained for this criterion were: “Always”, “Sometimes”, and “rarely”, with a worrisome result of 0% for all of them. According to this methodological base, a textbook can help in this process in relation with speaking. The textbook can present a variety of situations that can be practiced inside or outside of the classroom. The “not visible” final result was 100%, which might represent that those students do not have the enough economical resources to purchase textbooks. On one side can be the lack of economical resources; on the other side, a lack of motivation from teachers to use this methodological base since getting photocopies of a book is not that expensive after all. If it is considered that the textbook is focused on the organization, sequence, and the activities which are developed in class or outside of the classroom, the text book is one of the most valuable resources used in English class, because it provides contents and teaching learning activities and operates as a guide of this process. Without this guide, this process will lose its congruence; consistency with the contents developed in class and can be a cause for the lack of a methodology to develop the oral skill.

11. Are the contents developed in classes designed to foster the oral expression in the English language?

The results obtained for the “Always” frequency was 0% which means that teachers

focused their methodologies practically in the teaching of the other

macro skills of the English language (reading and writing). Besides, teachers “Sometimes” (20%) tried to develop a kind of methodology devoted to the development of the speaking macro skill. This can be supported in the result obtained for the “not visible” frequency with 80%. In other words, there is not a correctly balance among the four macro skill when teachers were developing their English classes. The results can guide the research to identify a lack of efforts to foster the oral expression in English. For this point, it is possible to add that there is a kind of comfort or convenience from teachers. Their efforts were focused on the developing of another macro skill as writing and reading because they represent for them a minor academic effort. In other words, teachers showed a position of little interest towards the development of the oral skill.

12. Is there a good environment for students to learn to speak English?

In relation with this criterion of evaluation, the result obtained for the "Always" frequency was 30%. Meanwhile, for the “Sometimes” the frequency represented a 20%. The “rarely” frequency, which is represented by 50% and finally the “not visible”, is represented by 0%. For a good development of the oral skill, it is important the most suitable conditions as academic, social, economic, infrastructure, etc. According to the outcomes obtained for this methodological base was possible to conclude that the conditions above mentioned to get a good environment for the teaching of the English language were not the most suitable, according to the "rarely" frequency with 50%. According to the previous outcomes if students work in an unfavorable environment the academic results will be unexpected in relation with the developing of the speaking macro skill.

Summary Chart Cuestionario para los alumnos de Bachillerato General del Instituto Nacional Alberto Masferrer INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

Objetivo: Conocer los intereses y motivación de los alumnos de Bachillerato General sobre la asignatura de Ingles y su conocimiento sobre la utilidad e importancia de su estudio y aprendizaje para mejores oportunidades en el campo laboral. Indicaciones: Marque con una X la opción que más se acople a su realidad. PREGUNTAS FRECUENCIA

Mucho

Poco

Nada

1.¿Consideras que el/la docente esta académicamente capacitado

5. ¿Sientes motivación para hablar en inglés?

6. ¿Te consideras capaz de adquirir los conocimientos para hablar

para desarrollar la expresión Oral en idioma Inglés? 2. ¿Durante el presente año, tus conocimientos para tener una Conversación básica en Idioma inglés han mejorado? 3. ¿Para fomentar la expresión oral en Ingles, el / la docente se Auxilia de diferentes metodologías y técnicas? 4. ¿Sientes confianza al hablar en inglés, enfrente de tus Compañeros de clase o profesor?

en inglés? 7. ¿Cuándo el /la docente desarrolla la clase de inglés, lo hace en Idioma Ingles? 8. ¿Consideras apropiada la forma de enseñanza para el desarrollo de la expresión oral en inglés en la clase? 9. ¿Se auxilia el / la docente de equipo audio-visual (TV, DVD, PC, cañón, internet), para el desarrollo de la clase? 10. ¿Tienes libros de texto? SI ___

NO ___

¿Con que frecuencia lo utilizas? 11. ¿Consideras que el nivel de conocimiento que adquiriste para hablar en inglés, en años previos de estudio es aceptable? 12. ¿Crees que el ambiente social y contexto educativo es favorable, para aprender a hablar Inglés?

Questions Analysis 1. ¿Consideras que el /la docente esta académicamente capacitado/a, para desarrollar la expresión oral en Idioma inglés?

In question number one, thirty students answered "Mucho"(50%) of the total of answers for this question. They considered that teachers are capable to develop the oral expression in English language; however, almost the other half (40%) considered that the teachers are "¨Poco" capable to develop the oral expression in class and the 10% answered "Nada". Although the teachers have been academically specialized in the English language area, the half of the students considered that teachers have not showed in class what they know about the English language. In spite of a 50% of the total of the students believe that teachers are capable academically to develop the oral expression in English language, teachers did not use this knowledge in the practice or inside of the classroom. A lot of students of this institution need that teachers transfer the enough knowledge, and students need to assimilate in a proper way all the aspects related to the oral expression development.

2. ¿Durante el presente

año, tus conocimientos para

tener una

conversación básica en Idioma inglés han mejorado?

The little emphasis given by teachers in one of the macro skill, the speaking, can be shown in the results obtained for "Mucho" with only 20% (13 students). Meanwhile, a high percentage of this population (64%) have considered that there is a lack of the use of the most suitable techniques to develop the oral expression in English language, for these reasons students have developed "Poco" this ability. Also, this statement can be supported in the results obtained for the option of "Nada" with 16%(10 students). These results can be interpreted as a lack of an appropiate model of pronunciation, fluency, intonation, vocabulary, practice, grammar, accuracy from the teachers’ inside in the classroom. If this kind of methodology is not based specifically into the speaking development, the outcomes for this macro skill will be little favorable.

3. ¿Para fomentar la expresión oral en inglés, el / la docente se auxilia de diferentes metodologías y técnicas?

For the following question, the number of students who have considered that teachers used "Mucho” among methodologies, strategies or skill to foster the oral expression are 19 students (30%). Also, among the students which answered "Poco" (25% of the total of answers for this question), it means 19 students. Finally the majority of this population of students (45%) answered "Nada". This means that 29 students supported this statement. On the other hand, it is possible to say that since there is little use of these methodologies to develop the oral expression in English language, teachers do not use methodologies with significant learning or impact into students’ academic life. In relation with this aspect, it is necessary that teachers use different methodologies and techniques according to the capacity of their students, it means teachers must use methodologies based on the knowledge that students have acquired in previous levels of their education.

4. ¿Sientes confianza al hablar en inglés, frente a tus compañeros de clase o profesor?

In this question, the 19% (12 students) answered “Mucho”. On the other hand, a big population, the 58% (37students) answered “Poco” and the 23% for the total of answers for this question (15 students) answered “Nada”. The outcomes obtained for this graphic can be interpreted as the lack of confidence that students have in themselves. It means that teachers were not capable to create an adequate environment of respect among students, especially when they were practicing the speaking ability, because it is possible that a lot of students are reluctant to be judged by the other students. The methodological base related with this item will be reached when the confidence among students is worked with a great emphasis from teachers' side. All the previous with the objective to create an environment of confidence and respect inside of the classroom.

5. ¿Sientes motivación para hablar en inglés?

In this question it is possible to state that half of the students (50%) have “Mucho” motivation for the learning of another language, the 40% have the opinion that the motivation about speaking the English language is “Poco”, and finally, the number of students which gave their opinions about their motivation to speak another language for the option “Nada” was the 10% (6 students). This graph can be interpreted, that teachers need to work a little more with this feeling to get the students integrated with their motivation in their own learning process. According to these aspects, teachers have the responsibility to work on this feeling, and they have to take advantage of the rate of willingness to speak English in the class. A high motivation showed by students will let them to face up to obstacles without giving up the learning of this English subject.

6. ¿Te consideras capaz de adquirir los conocimientos

para hablar en

inglés?

This question did emphasis about the attitude towards learning of another language (In this case, the English language). Its objective was to measure the level of this important characteristic from the student’s side. For example, a 75% of the sample (48 students) declared “Mucho” to acquire the knowledge to speak in English. A 22% (14 students) declared that they are “Poco” capable and only 3% (2 students) answered that they feel “Nada” capable to learn another language. With these results it is possible to determine that the attitude and the way students perceive the learning of another language is positive. This aspect could be improved by the teachers inside of the classroom if they get the right tools to do it. In conclusion in this aspect, as it is showed in the previous graph. There is a high percentage of students which have a high attitude to acquire the knowledge to speak the English language, however, teachers did not know the way how to handle this aspect.

7. ¿Cuándo el /la docente desarrolla la clase de inglés, lo hace en Idioma Ingles?

The results obtained in this question showed a significant aspect to take into account in relation with the importance of the use of English as a means of communication. To do this, teachers must develop their classes one hundred percent in English. However, the answers given by the students showed important contradictions, for example 25% (16 students) said that teachers developed their classes “Mucho” in English language, the 50% (32 students) affirmed that teachers developed their classes “Poco” in English Language or students considered that teachers speak in Spanish a high percentage of the time. Finally, the 25% (16 students) answered that teachers developed “Nada” their classes in the English Language. If it is considered to join both results of “Poco” and “Nada”, at the end it is possible to obtain a 75% of students which considered that teachers developed their classes in English “Poco” or “Nada”. For this aspect in spite of students possibly do not understand when teachers are speaking in English language in classes, they must use the different techniques or methods to transmit the message through mimics, gestures, flashcards, etc. With the help of these tools, teachers must try to develop the English language without speaking Spanish in English classes.

8. ¿Consideras apropiada la forma de enseñanza para el desarrollo de la expresión oral en inglés en la clase?

This question was designed with the purpose to know the opinions of the students about the techniques teachers use to develop the oral expression in English language. A 12% of the students (8) considered that teachers use suitable procedures to the teaching learning process of the English language. Meanwhile, the option of “Poco” showed 38% (24 students), and finally the results obtained for the option of “Nada” showed a significant result with a 50% (32 students). According to the perceptions of the students, they have the opinion that teachers need to reinforce and increase the techniques to improve the teaching of the oral expression in English language through practices and exercises focused on the oral expression in English language which is the aspect studied in this item. It is important to remember that only 12% of the students answered that teachers used suitable techniques. On the other hand, a high percentage (38% and 50%) said that teachers used in their classes “Poco” or “Nada” of accurate methodologies.

9. ¿Se auxilia el / la docente de equipo audio-visual (TV, DVD, PC, cañón, internet), para el desarrollo de la clase?

The results obtained for the use of Technology in the teaching learning process of the English language show that teachers did not use (Nada) technological resources with a 42% (27 students) to develop their classes to support the teaching of the speaking. The result obtained for “Poco” was 35% (22 students). This represents an important percentage of the total of population. If it is added that only the 23 %( 15 students) stated that teachers used “Mucho” technology when they were developing their classes. It can be concluded that the use of technology is a weakness in the development of the oral skill. The distribution of the results obtained by the students can be an analyzed in the following way: if teachers do not use technological resources in their classes, it is unthinkable that students will learn a language with the mere presence of the teacher.

10. ¿Tienes libros de texto?

SI ___

NO ___ ¿Con que frecuencia lo

utilizas?

In this question 16 students said “Mucho” (25% of the total of answers for this question).On the other hand, 16 students answered “Poco” (25% of the total of answers for this question) and 32 students said “Nada” (50% of the total of answers for this question). The results obtained for this question can be interpreted that a lot of students didn’t use the textbook with 50% and 25% respectively. Meanwhile, only the 25% of the students used their textbook. It is necessary that teachers and students take into account the importance of the use of the textbook in classes, because a textbook provides contents, games and teaching learning activities inside and outside of the classroom to develop the oral skill. For this aspect it is important to add the economic factor which has an important impact in the book purchase. However, it is a matter of defining priorities since students would get a better professional profile if they speak English.

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11 ¿Consideras que el nivel de conocimiento que adquiriste para hablar en inglés, en años previos de estudio es aceptable?

This question made emphasis about the knowledge in English language that students have acquired in previous levels of high school, primary and secondary levels of education, because there is a strong relation with the performance of the students in high school. The following outcomes support the previous statement; for example, 18 students answered “Mucho” (28% of the total of answers for this question), 41 students said “Poco” (64%) and as a final point 5 students with 8%. In conclusion, it is possible to state that if student had in previous levels of their education a strong base of knowledge for this subject, the teaching learning process of the English language will be less difficult for them in this level, and they will become autonomous learners to develop the oral skill once the teacher motivates them to do so. Otherwise, this enthusiasm is wasted or forgotten.

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12 ¿Crees que el ambiente social y contexto educativo es favorable, para aprender a hablar inglés?

For this question, students were asked to consider different aspects like the physical and social environment. It means the possibility to practice the English Language at home with parents, in the community with friends, in the school with teachers, classmates, etc. Among the results obtained 24 students answered “Mucho” with 38% of the total of answers for this question. For this answer, students took into account positive aspects like the classroom in relation with physical space, computer lab, etc. In relation with the interaction with teachers, students, parents, friends, etc, to practice the speaking ability, 34 students (53%) considered that there are “Poco” possibilities to practice and improve the language with the community because they do not speak English. Finally 6 students said that the educational context did not help the development of the English language (6 students= 9%). In conclusion, if it is taken into account the previous graph, there are not the enough favorable aspects in this institution to learn to speak in English language. Both, the social and educative context actually do not comply with these requirements; the English language is not spoken by the members of the community around the institution and the educative context has some limitations in its content with a small relation with the necessities of the students’ lives.

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TEACHERSâ&#x20AC;&#x2122; INTERVIEW

Objective: To know the teacherâ&#x20AC;&#x2122;s knowledge and methodology experience. 1. Where did you graduate and what is your degree?

B.M# 1.1

2. Do you speak English to students? Which are their reactions?

B.M# 1.2

3. What method(s) do you use to develop the oral expression in English in your students?

B.M # 1.3

4. How comfortable do students feel when they speak English?

B.M # 2.1

5. Do you encourage your students to speak English?

B.M # 2.2

6. Do you consider students can learn to speak English in your class?

B.M # 2.3

7. Do you develop the class completely in English?

B.M # 3.1

8. According to your point of view what are the most effective techniques to develop and improve the teaching of the oral 9.

expression?

B.M # 3.2

Which technological resources do you use as a means to develop the oral

expression in English?

B.M # 3.3

10. Do you use text book in your classes? _______ If yes, are they well designed according to the kind of student?

B.M # 4

11. Do you consider the English curriculum contents for high school well designed to develop the oral expression in English?

B.M # 5

12. How do you consider the social, cultural and physical environment to develop the oral

expression?

B.M # 6

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1. Where did you graduate and what is your degree?

M.B # 1.1

The results obtained in the question number 1, have a close relation with the academic preparation if teachers have been qualified by specialist in the English language area. In this aspect it is possible to state that the one hundred percent (4 English teachers) comply with the requirements for this methodological base because two of them have obtained the degree of bachelors in education, with specialization in English language. On the other hand, the other two English teachers in charge of the General High School also have been specialized as English teachers, and they obtained the degree of â&#x20AC;&#x153;professorâ&#x20AC;?, with specialization in the English language. For this item it is possible to state that, in is spite of teachers have been qualified in the English language area, they need to reinforce the knowledge acquired during their academic preparation. Also it is necessary that they know the different ways of teaching the English language with their respective methodology because there is a tendency by part of them of using methods and techniques which have been determined out of dated. Besides, it can be a matter of getting fossilized.

2. Do you speak English to the students? Which are their reactions?

M.B # 1.2

For this question and according to the teachers, a high percent of the students do not understand them, when they were given directions and a low percentage of them understood them a little. This reactions showed by students is the result that they have not been accustomed to listen to the English language in class, and it is added that teachers do not use

the different resources to make themselves

understandable with the students like gestures, mimics, pictures, realia, etc. Basically, these outcomes obtained are logical, when teachers do an effort to practice the oral expression in class; as a consequence, these reactions will be less adverse.

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3. What method(s) do you use to develop the oral expression in English in your students?

M.B # 1.3

According to the teachers and to develop the oral expression in the English language, they use several techniques like repetition drills, the communicative approach, and also the eclectic method. In relation with the answers given by the teachers, two of them said that they use the repetition drill to foster the oral expression in English. One teacher said that he used the Communicative Approach, and the last teacher said that he used the eclectic Method. In conclusion with this question, it is possible to state that every of these methodologies, techniques or methods used by teachers in class were not enough to develop the oral expression and others were not observed in spite of what teachers affirm . The outcomes showed in the check list and the questionnaire for students for this question, support the idea that according to the students and the observers that the methodologies developed by the teachers in classes do not have the enough impact in the learning process of the oral expression. It is necessary that teachers do some innovations in their methodologies when they are teaching the English language, and to include their theoretical knowledge into their practice field.

4. How comfortable do students feel when they speak English?

M.B # 2.1

According to the teachers and in relation to this question, they stated that a high percentage of the students feel uncomfortable when they were developing their English classes. This answer could be connected with the fact that students are not accustomed to listen to their teachers speak in the English language. To support the previous statement it is necessary to go back to the opinions given by the students in which they considered that there is not a good environment of confidence and respect among themselves being this an

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important barrier which do not let that speaking is being practiced in a good environment of respect and confidence. The main point here is, when teachers correct this uncomfortable situation through the use of a little discipline in their classes, it emerge a kind of negative feeling caused by the students toward others students through the use of jokes when they are trying to use the English language. The results obtained will be more positive in relation with the development of the oral expression in English if students get the necessary motivation to study English seriously.

5. Do you encourage your students to speak English?

M.B # 2.2

The answer for this question was affirmative in the English teachers; however, the researchers could observe that this aspect was not encouraged with enough emphasis towards the students. This behavior could be seen during the English classes by the researchers. Also, taking into account the questionnaire answered by the students, they considered the half of the sample feels “Mucha” motivation to try to speak in English language; however, the other half of the sample said that they feel “Poco” or “Nada” of motivation to speak in the English language, as a matter of fact when observers state that teachers must try to do an extra effort by increasing the motivation in their students. This statement is done based on the questionnaire directed to the students.

6. Do you consider students can learn to speak English in your class? M.B # 2.3

The teachers’ answers in this point were affirmative. It means that they considered that in spite of the fact that the development of this subject has some important difficulties like the missing of textbooks, a group of the students too big (38 students by class), the economic factor, etc. The teachers, according to their own point of view, consider that they have good expectations

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about their studentsâ&#x20AC;&#x2122; capacity to learn the English language. Also, in this point, the students share the same feeling about the positive attitude with the teachers. This can be showed in the questionnaire carried out in the students, where they showed a high percentage (75%) towards the positive attitude. However, to obtain excellent outcomes in this methodological base, it is necessary that both teachers and students take advantage of this good attitude in which there is a coincidence and try to unify both efforts to produce excellent outcomes.

7. Do you develop the class completely in English?

M.B # 3.1

The result in this question was negative, because teachers stated that they need to develop the English class most of the time in the Spanish language because students do not have enough vocabulary to understand what students need to know about some grammatical rules of the English language. This negative aspect does not let teachers to insert students in an English environment. The opinions expressed by teachers can be interpreted as a lack of knowledge that students brought with them in previous levels of their education. This is a big problem for them because teachers must face up this barrier and try to solve this problem at least by reinforcing some gaps in the English subject that are indispensable to make possible the developing of the oral expression. To produce the speaking is necessary that student know some grammatical rules, vocabulary, and other aspects to begin to produce utterances at least inside of the classroom.

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8. According to your point of view, what are the most effective techniques to develop and improve the teaching of the oral expression?

M.B # 3.2

This question had different opinions about the most effective techniques to develop and improve the speaking skill. For example, some teachers consider that it is important to create a comfortable environment, repetition, review of the class. Some consider learning vocabulary the priority. As it is possible to observe, there is some confusion about the suitable techniques to develop the oral expression inside of the classroom. According to the different answers given by teachers, it is possible to state that there is not an agreement among teachers of general high school about the use of the most effective techniques to encourage the oral expression in English language. This situation has produced confusion in the teaching learning process of the English language in the students of general high school. There is no a unified criteria or an intention to achieve it. The previous statement can be supported in the observation done by the researchers in which the outcomes for this point were quite negative, and if it is added the opinions given by the students about this point. They said that teachers need to improve or change the techniques used in the classroom. With the previous statements, it is possible to conclude that in spite of every teacher has his or her own kind of teaching or methodologies, for this case it is important that teachers design a parameter in which they can support the use of the most appropriate techniques to improve the oral expression in the English language.

9. Which technological resources do you use as a means to develop the oral expression in English?

M.B # 3.3

Among the main technological resources used by the English teachers, it is possible to mention: the internet, CD players, tape recorder. It is important to note that there are some important resources which have not been used and

108

can be useful, for example: computers' software, multimedia laboratory, videos, etc. It is possible that the use of technological resources will facilitate the development of the oral skill for both, the teachers and students. The appropriate use of these tools can be employed specifically to reinforce the listening ability which is considered the complement of the speaking ability, being this important point that should be considered in the future by teachers.

10.

Do you use textbooks in your classes? _______ if yes, are they well

designed according to the kind of student you face?

M.B # 4

For this question, two of the teachers answered they do not use textbook, and the other two, answered they do it; however, they considered that the textbook needs to be improved in relation to the speaking skill. A textbook must guarantee the development of the oral communication through a variety of situations that permit the students to take the correct words to formulate ideas and from 4 only 2 teachers use one, and they declared that it is not the right one to enhance the oral skill. According to the methodological base developed in this research, there are some important characteristics that must have the textbook in relation with its design; for example contents focused on dramatizations in groups or dialogues that permit to exchange experiences, ideas, feelings and action plans. Finally, the textbooks must focus on the Salvadoran context with the objective of encouraging in the students the necessity of knowledge about their own culture. (Socio-Cultural Approach)

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11. Do you consider the English curriculum contents for high school are well designed to develop the oral expression in English?

M.B # 5

The answer in this aspect was: three of the teachers of General High School considered that the English curriculum contents have been designed specifically to develop the reading and writing macro skills. And only one teacher said that he considers the English curriculum contents are well designed to develop the speaking. The analysis for this item can be understood that, the contents designed for the English curriculum must have specific characteristics with the objective to ensure the enough quality in relation with the guidelines, scope and approaches that guide and direct the teaching and learning of the English language. So, according to the teachers the contents designed for the English curriculum do not encourage the enough practice and development of the oral expression in the English language.

12. How do you consider the social, cultural and physical environment to develop the oral expression? M.B # 6

For this aspect all teachers considered that the educational context is not favorable for both, teachers and students. In relation with the economical factor, students do not have access to cable TV, internet, textbook, etc. Another aspect which has a negative influence in this point is the big class groups (more than 35 students). On the other hand, the community around the institution does not contribute. It means parents and friends do not speak the English language, so students can not practice the speaking out of the classroom or with family members. The effects caused in this situation can be interpreted, as not favorable for the development of the oral skill. Besides, the English language can only be developed in our country as a foreign language instead of as a Second

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language because in our country there are not enough resources as economics, humans, materials which could guarantee the developing of the oral expression in English with the use of the most suitable resources. As it happens when English is spoken as a second language.

3.3 Specification of the Technique for Data Analysis

This research project was carried out at Instituto Nacional â&#x20AC;&#x153;Maestro Alberto Masferrerâ&#x20AC;? (INAM). One of the tools used to achieve this investigation was the direct observation of the class. It means the methodologies, methods, techniques, and skills used by the teachers to develop the oral expression in English of the students of Bachillerato General. As well as an itemized evaluation, analysis and contrast of what was found with the theory dealing with the topic of interest. Just in this moment it was possible to mention again the term methodological bases; which are all the methods and principles designed with a set of ideas strongly supported to produce in this case an academic result. To carry out this job, it was necessary to design a procedure to collect all the information. The researchers of this work used tools such as: observation, registration and a description-contrast approach. Among the main tool used to register the observation of the class, it is possible to mention the checklist which has been designed with the purpose of detailing the elements taken into account in the class and to verify how the methodologies, the methods, and techniques derived from these help the students of the high school to develop and improve the oral expression in English language. The check lists were designed according to the methodological bases that have been developed in this research; for example, teaching factors, student factors, technological resources, etc. These have a direct relation with the study object of this investigation. Also, it is important to take in consideration the methodologies that have a close relation with the development of the oral expression and the

111

techniques included in each of these methodologies applied by the teacher to teach the oral expression in the classroom. This research project was based on the data gathering obtained from the following sources: students, class observations and English teachers in high school at Instituto Nacional Alberto Masferrer (INAM) The total population of General High School at Instituto Nacional Alberto Masferrer in both, morning and afternoon shifts was around 302 students. The average of ages is between 17 and 20 years old, of which 145 are male and 157 are female. The focus of the research was the methodological bases applied in the development of the oral expression in English, and the sample is approximately 20% of them. It means with one sample of 64 students of a population of 302 students. For the data analysis, it was necessary to make a consolidation of the observations done in classes were tabulated into percentages to obtain final results in such a way that the observations determined all the research because they showed all the components of the research project. Also the teachersâ&#x20AC;&#x2122; interview showed important results. Through these, the teachers gathered vital information about studentsâ&#x20AC;&#x2122; feelings, preferences, attitudes in relation to the English class and teaching methodology (See annex 6)

112

3.4 Chronograma Specialty: LICENCIATURA EN IDIOMA INGLES Ciclo: _02__ Año: 2011 Academic Advisor: LIC. STANLEY OVIEDO BERMUDES Topic: “METHODOLOGICAL BASES APPLIED IN THE ORAL EXPRESSION IN ENGLISH TEACHING. BACHILLERATO GENERAL INSTITUTO NACIONAL ALBERTO MASFERRER, MEJICANOS, SAN SALVADOR 2010 -2012.” Students: DORADEA MOLINA HUGO NELSON, GARCIA FLORES JOSE CARLOS, MENJIVAR CESAR ALBERTO

Activities: Documental Research/ Field Research

October

1 1.0

Conceptual Framework

1.1

Introduction

1.2

Background

1.3

Justification

1.4

Problem Statement

1.5

Finding and Limitations

1.6

Concepts and Categories

1.7

Meeting with the Advisor

1.8

Edition 1st draft

1.9

Presentation 1st draft

November

2 3 4 1 2 3 4

2 0 1 0 December

January

February

2 0 1 1 March

April

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

113

May Theoretical Framework 2.0

Theoretical Methodological basis

2.1 2.2

Documental Research : Theoretical Methodological bases Meeting with the advisor

2.3

Empirical Framework

2.4

Instrument design

2.5

Meeting with the advisor

2.6 2.7

Field attendance : Instruments application Field attendance: observations

2.8

Meeting with the advisor

2.9

Organization of the information

2.10

2.12

Theoretical methodological formulation of the research Development and theoretical definition Edition 2nd dratf

2.13

Presentation 2nd draft

2.14

2nd draft correction

2.11

1 2 3

June 4

July 4

August 3

September October 4

November 4

1 2 3

December 1

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Activities: Documental research Field research

January

February

March

April

May

June

July

August

2012 1 2 3

3.0

Operational Framework

3.1

Description of the subject of the research

3.2

Meeting with the advisor

3.3

Data gathering procedure

3.4

Specification of the technique for the data Analysis

3.5 3.6

Meeting with the advisor Chronogram

3.7

Resources

3.8

Preliminary table of contents on final report

3.9

Used and general bibliography

4.0

Meeting with the advisor

4.1

Edition 3 rd draft

4.2

Presentation 3 rd draft corrected

4.3

3rd draft Ckek by evaluators

4.4

Final Presentation

4 1

2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2

3 4 1 2 3

115

3.5 Resources Human resources

High school's teachers Students' High School School Principal School Vice Principal

Logistics resources

Library (Universidad Pedagรณgica de EL Salvador) School (Instituto Nacional Alberto Masferrer) Check lists (Surveys, Questionnaire) Observation of the class

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3.6 Preliminary table of contents on final report

I Conceptual framework

In this chapter, the objectives proposed are toward to evaluate and analyze the methodologies used by the English teachers to develop and improve the oral expression. The justification stated that why the development of the oral expression in English teaching has not reached the necessary improvement to get the students of the Public Institutes to manage at least a basic conversation in the English language. The problem statement and its relationship with some circumstances which influences can be observed during the teaching and learning process of the oral expression in the English language. In Findings and Limitations, its principal function is to do some comparisons among the researches of different authors who have given their contributions in the speaking area. The Sum of Concepts and Categories explained a series of operational definitions with their theoretical elements and their close relation with the study object of this research.

II Theoretical framework The second part of this research is formed by the Theoretical Framework, in which it was possible to mention, the main theories that have a close relation with the research problem in contrast to reality. This is formed by the following parts; Theoretical Methodological Base, the Empirical framework, Theoretical-methodological formulation of the research, and Development and theoretical definition. In the Theoretical Methodological Base was necessary to do a comparison among the points of view of different authors, and in combination with the analysis and the opinions of the researchers about the research topic. Following with another element, it is possible to mention the Empirical Framework, in which was explained the steps given to collect the data in the institution selected by the researchers and its description in detail. It also 117

includes, the technical-methodological ways and the tools used to collect the data in the work field. The Theoretical-Methodological formulation of the research had as a goal to compare through a detailed analysis the documentary data with the elements gathered during the fieldwork. And as a final point, it had the Development and Theoretical definition in which was showed theoretical definitions by the researchers as a result of the opinions of the different authors studied in this research in contrast with the reality found in the educative institution.

III Operational Framework This chapter includes the description of the subject of the research. In this part was necessary to describe and compare the students opinions based on the first observation, what was found during the observation, and what was found in the final research through the surveys and questionnaires. The data gathering procedure in this part was necessary to specify the numbers and theoretical shapes designed and applied for the compilation of the data. The specification of the data analysis: in this step there were shown the ways and mechanisms of the analysis of the information which have been gathered by the researchers. The chronogram of activities showed the different kinds of activities which have been planned in advance. And finally, it is possible to mention the resources which have been used during this research; among them it is important to say the human and logistic resources.

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119

Annex 1

Plano INAM

120

Annex 2

121

Annex 3

Summary chart Check list to observe the teaching methodology used in the oral expression in the classroom. INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

Objective: To observe the oral expression methodology used by teacher in the class. QUESTIONS

Always

Sometimes

Rarely

Not visible

1. How often does the teacher use correct methodology to teach the oral expression? 2. How often does the teacher speak English in class?

3. Are the techniques used in class appropriate to develop the oral expression in English? 4. How often do students interact among themselves in English? 5- Are students motivated to speak English? 6- Are students willing to practice English?

7- Does the teacher communicate in English Language?

8. Does the teacher use different techniques to develop the English class?

9. Is technology used to teach the class?

10. How often do students open their text book in class?

11. Are the contents developed in classes designed to foster the oral expression in English Language?

12. Is there a good environment for students to learn to speak English?

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Annex 4

Cuestionario para los alumnos de Bachillerato General del Instituto Nacional Alberto Masferrer INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

FRECUENCIA

Mucho

Poco

Nada

inglés?

7. ¿Cuándo el /la docente desarrolla la clase de inglés, lo hace en Idioma Ingles? 8. ¿Consideras apropiada la forma de enseñanza para el desarrollo de la expresión oral en inglés en la clase? 9. ¿Se auxilia el / la docente de equipo audio-visual (TV, DVD, PC, cañón, internet), para el desarrollo de la clase? 10. ¿Tienes libros de texto? SI ___

NO ___ ¿Con que frecuencia lo utilizas?

11. ¿Consideras que el nivel de conocimiento que adquiriste para hablar en inglés, en años previos de estudio es aceptable? 12. ¿Crees que el ambiente social y contexto educativo es favorable, para aprender a hablar Inglés?

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Annex 5

TEACHERSâ&#x20AC;&#x2122; INTERVIEW Objective: To know the teacherâ&#x20AC;&#x2122;s knowledge and methodology experience.

1. Where did you graduate and what is your degree?

B.M# 1.1

2. Do you speak English to students? Which are their reactions?

B.M# 1.2

3. What method(s) do you use to develop the oral expression in English in your students?

B.M # 1.3

4. How comfortable do students feel when they speak English?

B.M # 2.1

5. Do you encourage your students to speak English?

B.M # 2.2

6. Do you consider students can learn to speak English in your class?

B.M # 2.3

7. Do you develop the class completely in English?

B.M # 3.1

8. According to your point of view what are the most effective techniques to develop and improve the teaching of the oral

expression?

B.M # 3.2

9. Which technological resources do you use as a means to develop the oral expression in English?

B.M # 3.3

10. Do you use text book in your classes? _______ If yes, are they well designed according to the kind of student?

B.M # 4

11. Do you consider the English curriculum contents for high school well designed to develop the oral expression in English?

B.M # 5

12. How do you consider the social, cultural and physical environment to develop the oral expression?

B.M # 6 124

Annex 6 Check list designed to gather and tabulate the information to obtain the final results in percentages INSTITUTO NACIONAL ALBERTO MASFERRER (INAM) GRADE_______

SECTION ______ DATE _______

FREQUENCY

Mucho

Poco

Nada

1.¿Consideras que el/la docente esta académicamente capacitado para desarrollar la expresión Oral en idioma Inglés? 2. ¿Durante el presente año, tus conocimientos para tener una Conversación básica en Idioma inglés han mejorado? 3. ¿Para fomentar la expresión oral en Ingles, el / la docente se Auxilia de diferentes metodologías y técnicas? 4. ¿Sientes confianza al hablar en inglés, enfrente de tus Compañeros de clase o profesor? 5. ¿Sientes motivación para hablar en inglés? 6. ¿Te consideras capaz de adquirir los conocimientos para hablar en inglés? 7. ¿Cuándo el /la docente desarrolla la clase de inglés, lo hace en Idioma Ingles? 8. ¿Consideras apropiada la forma de enseñanza para el desarrollo de la expresión oral en inglés en la clase? 9. ¿Se auxilia el / la docente de equipo audio-visual (TV, DVD, PC, cañón, internet), para el desarrollo de la clase? 10. ¿Tienes libros de texto? SI ___

NO ___

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Annex 7 STUDENTS IN THE CLARROOMS

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BIBLIOGRAPHICAL REFERENCES

Caleb Gattegno, Teaching Foreign Language in School: The Silent way. New York City: Educational solutions, 2nd edition page 24. 1972 CARTER RONALD ET AL (2001). The Cambridge Guide to Teaching English to speakers of other languages. New York: Cambridge University Press.. El Salvador Ministerio de Educación, Guía Metodológica de Inglés para Primero y Segundo Años de Educación Media. 1˚ Ed. 2001. El Salvador Ministerio de Educación, programas de Estudio Ingles: Educación Media. 1˚ Ed. San Salvador, El Salvador. MINED 2008. El Salvador Ministerio de Educación. Programa Social Vamos a la Escuela. 1°Ed. San Salvador, El Salvador. MINED 2010. Guía Metodológica Para Investigaciones Institucionales Y Escolarizadas. 1° Ed. Universidad Pedagógica de El Salvador. 2008. H. Douglas Brown. “Teaching by Principles and Interactive Approach to Language Pedagogy. Second Edition. San Francisco state University.” Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Second Edition. Marianne, Celce-Murcia, Donna, M. Brinton., Janet M. Goodwin. "Teaching Pronunciation a reference for teachers of English to speaker of other language". First edition. Nunan, David (1999) “Second Language Teaching and Learning”, Heinle and Heinle Publisher. Principles of Language Learning and Teaching, H. Douglas Brown, Longman Editors (2000), San Francisco state University. Roger Seguin. The Elaboration of school Textbooks Methodological Guide, UNESCO, December 1989

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Selecting Appropriate Teaching Methods.(2007,Oct 13th) available http://apu.qcal.ac.vk/cide/ch04.html#2 The Macmillan English Dictionary for Advanced Learners of American English, First Edition, 2002. Why students of Public Schools do not learn English Language(2002, Sept 03) Recovered, August 2nd ,2010, de www.udb.edu.svdialogospdfinforme1_4pdf.pdf Teaching English Using Computers (1999). Electronic Reference www.emoe.org/ielp2/Teaching English Using Computers

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