thesis topic jeremin
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COTOPAXI TECHNICAL
UNIVERSITY
ACADEMIC UNIT OF
ADMINISTRATIVE AND HUMANISTIC SCIENCES
ENGLISH MAJOR
RESEARCH PLAN
TOPIC
AUTHOR:
Jeremin AdrianToscano Caisalitin
TUTOR
Encalada Trujillo Edgar
Latacunga – Ecuador
2014-2015
1
ENGL!" !#EA$NG %#&'(E%ENT T"&')G" T"E *&ECT
NTE&ACT'N +ET,EEN NAT(E !#EA$E&! AN* +. !T)*ENT!
AT /#&%E&' *E A+&L E*)CAT(E )NT *)&NG T"E
ACA*E%C CCLE A#&L 2014- A)G)!T 2015
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1. PROBLEM STATEMENT
T3e Ecuadorian Goernment and t3e %inistr o6 Education are 7or8ing in acollectie 7a 7it3 t3e 9ur9ose o6 deelo9ing t3e Englis3 language:s
im9roement as man in students as teac3ers in c3arge o6 t3is im9ortant area
n Ecuador; 7it3 regard to t3e last ealuations made
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+. as is t3e case o6 t3e “Primer De A!ri"# E$%&'(i)e U*i( 73ic3 is located in
t3e CantHn Latacunga
T3is sc3ool 3as t3e o99ortunit to train and 9re9are oung students o6 t3e
nternational +ac3elors3i9 +.; an international 6ello7s3i9 9rogram esta
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1.1. CONTENT CONTRAINT
,3ic3 could
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T,e //i!"e "imi('(i*/ - t3is 9roject could
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T3e Educatie )nit F#rimero de A
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SOCIAL AND ACADEMIC
LANGUAGE
ENGLISH LANGUAGE
TEACHING-LEARNING
PROCESS
SPEAKING SKILL
DEVELOPMENT
ENGLISH FOR TOURISM
PURPOSES
ENGLISH LANGUAGEENVIRONMENT FOR
STUDENTS
2.2. MAIN CATEGORIES.
7
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THEORETICAL FRAME5OR4S
+.3. SOCIAL AND ACADEMIC LANGUAGE
!ocial language is t3e language o6 t3e 9laground &esearc3er Jim Cummins calls
t3is language +asic nter9ersonal Communication !8ills or +C! Cummins;
1?>1; 1??@. Ne7comers use +C! to 6unction sociall in 3all7as; classrooms;
sc3ool
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so
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%an ne7comers in middle sc3ool and 3ig3 sc3ool sa t3at t3e are learning
academic language
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T3e 7anted to 6ind out 3o7 long it 7ould ta8e 6or students 7it3 no
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Englis3 is a ,est Germanic language t3at 7as 6irst s9o8en in Anglo-!aBon
England in t3e earl middle Ages t is no7 t3e most 7idel used language around
t3e 7orld
T3is language is s9o8en in man countries around t3e 7orld t is t3e 6irst
language o6 t3e )nited $ingdom; t3e )nited !tates; Canada; Australia; reland;
Ne7 ealand and a num
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Let us 6irst understand in s3ort a
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+e6ore dealing 7it3 t3e 9ro
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NeBt 9art includes t3eoretical suggestions o6 t3e indiidual stages t3at s3ould
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T3ese roles include
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T3e t3ree 6eatures common to E!# courses identi6ied . are
aut3entic material; 9ur9osePrelated orientation; and sel6Pdirection 6 7e also
consider *udlePEans 1?>. claim t3at E!# s3ould
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+.. ENGLISH LANGUAGE ENVIRONMENT FOR STUDENTS
T3e 8e to encouraging s9ea8ing s8ills in t3e classroom is creating t3e 9ro9er
enironment C3ildren s3ould 6eel relaBed; and social interaction 7it3 9eers
s3ould
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T3e teac3er see8s to engage c3ildren in tal8 7it3 ot3er c3ildren in a relaBed
atmos93ere !ocialiDation s8ills as 7ell as language are en3anced 73en students
engage in conersations and discussions Conersation is in6ormal;
!9ontaneous; and relatiel unstructured *iscussion is more 6ormal and usuall
to9ic-centered tal8 t 6ocuses on a s9eci6ic to9ic or 9ur9ose +ot3 are similar in
t3at t3e
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relation to t3e 6ollo7ing t7o 8e success 6actors contri
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+..3. 5i$e*i*6 /(%$e*(/ "e'r*i*6 /'&e r)i$i*6 '$$i(i*'"
r(%*i(ie/ -r "'*6%'6e "e'r*i*6
Language 9ro6icienc is
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• )sing t3e classrooms; dis9la
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P"'06r%*$/: t is a sim9le 7ord t3at re6ers to an outdoor area 73ere c3ildren can
9la es9eciall in a 9ar8 or at a sc3ool
E*6'6e: T3is 7ord is not so common so t3e conce9t o6 t3is 7ord is to succeed in
attracting and 8ee9ing some
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24
ARIABLE
EPENDIE
TE
CONCEPTUALIZA
TION
DIMENSION INDICATORS PARAMETERS
ITEMS.
IN
N
ativepeakerteraction.
The nativespeakerinteraction refersto the ability ofco!nicatin"each other.#t eans$ that anon%native &n"lishspeaker be able of aintainin" a realconversation 'ithan &n"lish nativespeaker.
• (peaker)s role.
• Teacher)s role.
•
(peakin" skill.• Teachin" learnin"
environent.• (peaker*s
interaction.
• +hich of the follo'in" ,o yo! think is the
ost appropriate role for st!,ents to
,evelop their speakin"-• o yo! a"ree that the role of the teacher
!st be/ facilitator$ "!i,e$ facilitator$
researcher$ an, eval!ator to assist the
learnin" of the &n"lish lan"!a"e-
• ccor,in" to his kno'le,"e$ 'hat kin, of
skills are !sef!l for ,evelopin" the ability
to talk &n"lish-
• o yo! consi,er that the environent is
iportant to the teachin"%learnin" process
of the &n"lish lan"!a"e-
• o yo! think that the interaction of the
&n"lish 'ith native speakers 'ill help to
iprove the speakin" in the st!,ents-
(!
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25
ARIABLE
NDEPENDI
NTE
CONCEPTUALIZATI
ON
DIMENSION INDICATORS PARAMETERS
ITEMS.
INST
n"lishpeakin"proveent
The speakin" skill isan ability ofco!nicatin"i,eas$ tho!"hts$eotions$ llin"s$etc bet'een non%native speakers an,&n"lish nativespeakers !sin" acorrect "raarstr!ct!re so that theco!nicationbecoes clear an,!n,erstan,able.
• l!ency.
• lear
co!nication.• The correct !se of"raar.
• n,erstan,ableessa"e.
• Native accent.
• +hich etho, ,o yo! think sho!l,
the st!,ents !se to iprove their
!ency in speakin"-• ccor,in" to yo!r point of vie'$ is
it necessary a clear
co!nication of the &n"lish
lan"!a"e to ,evelop a "oo,
speakin"-
• +ith re"ar, to yo!r kno'le,"e$
'o!l, the correct !se of "raar
help to have a hi"h level of
speakin"-• +hich option 'o!l, be the ost
likely to ,evelop a essa"e
!n,erstan,able in &n"lish-
• o yo! think that the accent of the
native speaker in!ences into the
learnin" of the &n"lish lan"!a"e-
(!rve
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26
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3.1. METHODOLOGYCAL DESIGN
3.1.1. TYPES OF RESEARCH
• Crre"'(i*'": t lin8s aria
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3.1.+.1. FEATURES OF THE DESCRIPTIVE METHOD
!et t3e demogra93ic c3aracteristics o6 sureed units num
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3.+.?. DATA COLLECTION TECHNIUES AND INSTRUMENTS.
*ata-collection tec3niues allo7 researc3ers sstematicall collect in6ormation a
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3.+.?.1. SURVEY:
T3e data collection is done t3roug3 a researc3 instrument uestionnaire.; 73ic3
contains t3e same multi9le-c3oice uestions t3at measure t3e indicators t3at 3ae
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T,ere(i&'" F%*$'(i*/ - (,e !e&( - /(%$0.
B'&96r%*$ re/e'r&,: !ummar analsis o6 researc3 on t3e sematic stud
underta8en in ot3er national or international institutions
B'/i& &'(e6rie/: Gra93ic re9resentation o6 conce9ts to
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&esearc3er #ens nternet
C,i"$re*
Cell93one
.+. BUDGET
TE% R)ANTT C'!T
Tr'*/r('(i* S5000
I*(er*e( /er)i&e S@000
P,(&ie/ 1500 S000
Pri*(i*6/ 00 S500U*ee&(e$ ee*/e/ S>000
T'TAL S25500
32
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. CHRONOGRAM
33
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=. BIBLIOGRAPHY
bitstrea. s.f.. bteni,o ,ehttps/::,space.!pce.c;:bitstrea:10195:21610:1:16159p,f
!ire%(ocial%an,%ca,eic%
(crib,. s.f.. bteni,o ,e http/::es.scrib,.co:,oc:5769721:teachin"%learnin"%process?scrib,
(ith$ @. 2009. "It's ofshal - English iz darned hard to learn" . bteni,o
,e The "e./ http/::'''.erria%'ebster.co:help:fa>:history.ht Aellen$ @. B. 2004. Notes rom Integrating the Language Arts, 3rd Ed. .
bteni,o ,e
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. ANNEXES
1. +hich of the follo'in" ,o yo! think is the ost appropriate role for st!,ents to
,evelop their speakin"-a. @e creativeb. @e E!estin"c. @e Feective,. @e criticale. ll of the above
2. o yo! a"ree that the role of the teacher !st be/ facilitator$ "!i,e$ facilitator$
researcher$ an, eval!ator to assist the learnin" of the &n"lish lan"!a"e-
Aes
N
C&F
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4. o yo! consi,er that the environent is iportant to the teachin"%learnin"
process of the &n"lish lan"!a"e-
Aes
N
Cerhaps
5. o yo! think that the interaction of the &n"lish 'ith native speakers 'ill help to
iprove the speakin" skill in the st!,ents-
Aes
N
C&F
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8. +ith re"ar, to yo!r kno'le,"e$ 'o!l, the correct !se of "raar help to have a
hi"h level of speakin"-
Aes
N
Cerhaps
9. +hich option 'o!l, be the ost likely to ,evelop a essa"e !n,erstan,able in
&n"lish-a. l!encyb. #ntonationc. Cron!nciation,. ll of the above
10. o yo! think that the accent of the native speaker in!ences into the learnin" of
the &n"lish lan"!a"e-
Aes
N
Cerhap
37
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