university of guayaquil faculty of philosophy,...
TRANSCRIPT
1
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
THE INFLUENCE OF THE DEFINITE ARTICLE THE IN WRITING, DESIGN OF A
COMIC STRIP FOR DEFINITE ARTICLE PRACTICE
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
LICENSING IN SCIENCES OF EDUCATION, MAJOR IN LANGUAGE AND ENGLISH
LITERATURE.
RESEACHERS:
FERNANDO ANDRES LUNA CABANILLA
HENRRY MAURICIO VALDEZ VERA
ADVISOR:
PH.D. LORNA CRUZ RIZO
GUAYAQUIL – ECUADOR 2019
2
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION
BOARD OF DIRECTORS
MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña
DEAN SUB-DEAN
Msc. Sara Anaguano Pérez. Ab. Sebastian Cadena Alvarado
DIRECTOR SECRETARY
3
MSc.
SANTIAGO GALINDO MOSQUERA
DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN.
CIUDAD. -
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la Educación me
designaron Consultor Académico de Proyectos Educativos de Licenciatura en Ciencias de la
Educación, Mención: INGLÉS, el día 17 de junio del 2019
Tengo a bien informar lo siguiente.
Que las integrantes LUNA CABANILLA FERNANDO ANDRES con C.I 0921469102 y VALDEZ
VERA HENRRY MAURICIO con C.I.0922953781, diseñaron el proyecto educativo.
Con el tema: THE INFLUENCE OF THE DEFINITE ARTICLE THE IN WRITING.
Propuesta: DESIGN OF A COMIC STRIP FOR DEFINITE ARTICLE PRACTICE
El mismo que ha cumplido con las directrices y recomendaciones dadas por el suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas constitutivas del
Proyecto, por lo que procedo a la APROBACIÓN del proyecto, y pongo a vuestra consideración
el informe de rigor para los efectos legales correspondientes.
4
MSc. Santiago Galindo Mosquera
DECANO DE LA FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACION.
CIUDAD.-
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del
proyecto educativo con el tema:THE INFLUENCE OF THE DEFINITE ARTICLE THE
IN WRITING.
Propuesta: DESIGN OF A COMIC STRIP FOR DEFINITE ARTICLE PRACTICE.
Pertenecen a la Facultad de Filosofia, Letras y Ciencias de la Educacion.
5
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PROYECTO
TEMA:THE INFLUENCE OF THE DEFINITE ARTICLE THE IN WRITING.
PROPUESTA: DESIGN OF A COMIC STRIP FOR DEFINITE ARTICLE
PRACTICE.
APROBADO
…………………………………….. Tribunal No1
…………………………………….. …………………………………….. Tribunal No2 Tribunal No3
………………………………………. Luna Cabanilla Fernando Andres
C.I 0921469102
……………………………….. Valdez Vera Henrry Mauricio
C.I.0922953781
6
EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACION DE:
EQUIVALENTE A:
TRIBUNAL
………………………………… …………………………………
…………………………………
7
REPOSITORY IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE AND SUBTITLE: THE INFLUENCE OF THE DEFINITE ARTICLE THE IN WRITING, DESIGN OF A
COMIC STRIP FOR DEFINITE ARTICLE PRACTICE
AUTHORS): LUNA CABANILLA FERNANDO ANDRES, VALDEZ VERA HENRRY MAURICIO
ADVISOR: PH.D. LORNA CRUZ RIZO
INSTITUTION: UNIVERSITY OF GUAYAQUIL
FACULTY: FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
TITLE OBTAINED: BACHELOR OF EDUCATION; LANGUAGE AND ENGLISH LITERATURE.
DATE OF PUBLISHING: NUMBER OF PAGES:
THEMED AREAS: ENGLISH LANGUAGE
KEYWORDS: Writing, the definite article, activity.
ABSTRACT:
The following research has taken place in the "Francisco Huerta Rendon" National High School, where it
evidenced that the students of 9th Grade of Basic General Education has problems using the definite article the
in writing for that reason we decided to create a new instrument that is going to catch students attention and
make them feel interested in English learning. This innovative proposal is based in the use of a comic strip in the
English classes because nowadays most of students are visual learners and this colorful resource will be
interesting for them. With the methods applied such as survey and diagnostic test to the learners was evidence
the lack of motivation and the poor resources used in classes. This project is going to help and change the vision
that students have about traditional way of learning English.
ATTACHED PDF: SI NO
AUTHORS NAMES AND
CONTACT:
Telephone:
0997562698
0963277719
E-mail:
INSTITUTION
CONTACT:
Name: SECRETARIAL OF THE SCHOOL OF LANGUAGES AND ENGLISH LITERATURE
Telephone: (04) 2294888 Ext.123
E-mail: [email protected]
8
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN
TÍTULO Y SUBTÍTULO: INFLUENCIA DEL ARTICULO DEFINIDO THE EN LA ESCRITURA, DISEÑO DE UNA
TIRA CÓMICA PARA LA PRÁCTICA DEL ARTICULO DEFINIDO.
AUTOR(ES) LUNA CABANILLA FERNANDO ANDRES, VALDEZ VERA HENRRY MAURICIO
REVISOR/TUTOR: PH.D. LORNA CRUZ RIZO
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
MAESTRÍA/ESPECIALIDAD: LICENCIATURA EN EDUCACIÓN, LENGUA Y LITERATURA INGLESA
GRADO OBTENIDO:
FECHA DE PUBLICACIÓN: No. DE PÁGINAS:
ÁREAS TEMÁTICAS: LENGUA INGLESA
PALABRAS CLAVES/
KEYWORDS:
Producción escrita, articulo definido the, actividad.
RESUMEN: La siguiente investigación se llevó a cabo en la Escuela Secundaria Nacional "Francisco Huerta
Rendón", donde se evidenció que los estudiantes de noveno grado de Educación General Básica tienen
problemas para usar el artículo definido por esa razón decidimos crear un nuevo instrumento que llamará la
atención de los estudiantes y los hará sentir interesados en aprender inglés. Esta propuesta innovadora se basa
en el uso de una tira cómica en las clases de inglés porque hoy en día la mayoría de los estudiantes son
aprendices visuales y este colorido recurso será interesante para ellos. Con los métodos aplicados, como
encuestas y pruebas de diagnóstico a los alumnos, se evidenció la falta de motivación y los escasos recursos
utilizados en las clases. Este proyecto ayudará y cambiará la visión que los estudiantes tienen sobre la forma
tradicional de aprender inglés.
ADJUNTO PDF: SI NO
CONTACTO CON
AUTOR/ES:
Teléfono:
0997562698
0963277719
E-mail:
CONTACTO CON LA
INSTITUCIÓN:
Nombre: SECRETARÍA DE LA ESCUELA DE LENGUAS Y LITERATURA INGLESA
Teléfono: (04) 2294888 Ext.123
E-mail: [email protected]
9
Content COVER PAGE ....................................................................................................................................... 1
BOARD OF DIRECTORS ...........................................................................................................2
INTELLECTUAL RIGHTS LETTER ..................................................................................................... 4
APPROVAL OF THE COURT .............................................................................................................. 5
QUALIFICATION OF THE COURT ............................................................................................6
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN ENGLISH ......................... 7
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA .......................................................... 8
ABSTRACT ...............................................................................................................................12
RESUMEN ................................................................................................................................13
INTRODUCTION ............................................................................................................ 13
CHAPTER I ...............................................................................................................................15
THE PROBLEM .........................................................................................................................15
1.1 Research Context ............................................................................................... 15
1.2 Problem Formulation.......................................................................................... 16
1.3 OBJECTIVES ....................................................................................................... 16
1.3.1 GENERAL OBJECTIVE ................................................................................ 16
1.3.2 SPECIFIC OBJECTIVES............................................................................... 16
1.4 SCIENTIFIC QUESTIONS ................................................................................... 16
1.5 JUSTIFICATION ................................................................................................... 17
CHAPTER II .................................................................................................................... 21
THE THEORETICAL FRAMEWORK ......................................................................... 21
2.1 BACKGROUND ................................................................................................... 21
2.2. THEORETICAL FOUNDATION .....................................................................................22
2.2.1 PSYCHOLOGICAL FOUNDATION .............................................................. 22
2..2.2 LINGUISTIC FOUNDATION ........................................................................ 23
2..2.3 PHILOSOPHICAL FOUNDATION ............................................................... 25
2.2.4 PEDAGOGICAL- DIDACTIC FOUNDATION ............................................... 27
2.2.5 Legal framework........................................................................................... 30
CHAPTER III .............................................................................................................................31
METHODOLOGY, PROCESS, ANALYSIS AND DATA RESULTS ......................... 31
3.1 METHODOLOGICAL DESIGN ............................................................................ 31
3.2 TYPES OF RESEARCH ....................................................................................... 31
3.3 RESEARCH METHODS ...................................................................................... 32
3.4 RESEARCH TECHNIQUES ................................................................................. 33
3.5 RESEARCH INSTRUMENTS .............................................................................. 33
10
3.6 POPULATION AND SAMPLE ........................................................................ 34
3.7.1 PRIMARY INFORMATION ...................................................................... 36
3.7.2 SURVEY TO STUDENTS ........................................................................ 37
3.7.3 DIAGNOSTIC TEST ................................................................................. 37
3.7.4 INTERVIEW TO THE TEACHER ............................................................. 37
3.7.5 SECONDARY INFORMATION ................................................................ 37
3.9 ANALYSIS OF THE INTERVIEW RESULT ............................................... 53
3.9.1 ANALYSIS OF THE DIAGNOSTIC TEST RESULT ..................................... 54
CHAPTER IV .............................................................................................................................56
THE PROPOSAL ................................................................................................................................ 56
4.1 TITLE ............................................................................................................... 56
4.2 JUSTIFICATION .............................................................................................. 56
4.3 OBJECTIVES .................................................................................................. 56
4.3.1 GENERAL OBJECTIVE........................................................................... 56
4.4 THEORETICAL ASPECTS ............................................................................. 57
4.5 FEASIBILITY OF THE PROPOSAL ............................................................... 57
4.5.1 FINANCIAL .............................................................................................. 57
4.5.2 LEGAL ...................................................................................................... 58
4.5.3 TECHNOLOGICAL .................................................................................. 58
4.5.4 HUMAN..................................................................................................... 58
4.5.5 POLITICAL ............................................................................................... 58
4.6 PROPOSAL DESCRIPTION ........................................................................... 58
4.7 PROPOSAL ............................................................................................................. 60
4.8 CONCLUSION --------------------------------------------------------------------------------------- 69
4.9 RECOMMENDATION .............................................................................................. 69
4.10 BIBLIOGRAPHICAL REFERENCES ....................................................... 70
ANNEXES ...................................................................................................... 73
11
INDEX OF CHARTS Table 1 ......................................................................................................................................
Table 2 FRANCISCO HUERTA RENDON High School Population .......................... Table 3 Operationalization of the Variables .................................................................... Table 4 ....................................................................................................................38
Table 5 ....................................................................................................................39
Table 6 ....................................................................................................................40
Table 7 ....................................................................................................................41
Table 8 ....................................................................................................................42
Table 9 ....................................................................................................................43
Table 10 ..................................................................................................................44
Table 11 ..................................................................................................................45
Table 12 ..................................................................................................................46
Table 13 ..................................................................................................................47
Table 14 ..................................................................................................................48
Table 15 ..................................................................................................................49
Table 16 ..................................................................................................................50
Table 17 ..................................................................................................................51
Table 18 ..................................................................................................................52
INDEX OF GRAPHICS Graphic 1 ................................................................................................................38
Graphic 2 ................................................................................................................39
Graphic 3 ................................................................................................................40
Graphic 4 ................................................................................................................41
Graphic 5 ................................................................................................................42
Graphic 6 ................................................................................................................43
Graphic 7 ................................................................................................................44
Graphic 8 ................................................................................................................45
Graphic 9 ................................................................................................................46
Graphic 10 ..............................................................................................................47
Graphic 11 ..............................................................................................................48
Graphic 12 ..............................................................................................................48
Graphic 13 ..............................................................................................................50
Graphic 14 ..............................................................................................................51 Graphic 15 ..............................................................................................................52
12
Keywords: evidence, comic strip, innovative, visual.
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
THE INFLUENCE OF DEFINITE ARTICLE THE IN WRITING.: DESIGN OF A
COMIC STRIP FOR DEFINITE ARTICLE PRACTICE.
Researchers: Luna Cabanilla Fernando Andres
Valdez Vera Henrry Mauricio
Advisor: PhD. Lorna Cruz Rizo
ABSTRACT
The following research has taken place in the "Francisco Huerta Rendon"
National High School, where it evidenced that the students of 9th Grade of Basic
General Education has problems using the definite article the in writing for that
reason we decided to create a new instrument that is going to catch students
attention and make them feel interested in English learning. This innovative
proposal is based in the use of a comic strip in the English classes because
nowadays most of students are visual learners and this colorful resource will be
interesting for them. With the methods applied such as survey and diagnostic
test to the learners was evidence the lack of motivation and the poor resources
used in classes. This project is going to help and change the vision that
students have about traditional way of learning English.
13
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ESCUELA DE LENGUA Y LINGÜÍSTICA
THE INFLUENCE OF DEFINITE ARTICLE THE IN WRITING.: DESIGN OF A
COMIC STRIP FOR DEFINITE ARTICLE PRACTICE.
Investigadores: Luna Cabanilla Fernando Andrés
Valdez Vera Henrry Mauricio
Tutor: PhD. Lorna Cruz Rizo
RESUMEN
La siguiente investigación se llevó a cabo en la Escuela Secundaria Nacional
"Francisco Huerta Rendón", donde se evidenció que los estudiantes de noveno
grado de Educación General Básica tienen problemas para usar el artículo
definido por esa razón decidimos crear un nuevo instrumento que llamará la
atención de los estudiantes y los hará sentir interesados en aprender inglés.
Esta propuesta innovadora se basa en el uso de una tira cómica en las clases
de inglés porque hoy en día la mayoría de los estudiantes son aprendices
visuales y este colorido recurso será interesante para ellos. Con los métodos
aplicados, como encuestas y pruebas de diagnóstico a los alumnos, se
evidenció la falta de motivación y los escasos recursos utilizados en las clases.
Este proyecto ayudará y cambiará la visión que los estudiantes tienen sobre la
forma tradicional de aprender inglés.
Palabras claves: evidencia, tira cómica, innovador, visual.
14
INTRODUCTION
Firstly, the term writing has been defined by the Oxford dictionary as the activity
or skill of marking coherent words on paper and composing text. Writing is the
vital means of communication within an organization. In fact, a survey goes on
to say that almost 30% of our work is accomplished through written
communication! Therefore, the skills of tactful writing are essential for achieving
career and business goals. Learning this important ability is essential for
improve English or any other language, in this case it will be focused in the
learning of definite article practice , and in the proposal both variables are
correlated. The present project is divided in four chapter.
Chapter I: The Problem: Approach to the research problem, Problem formulation,
research objectives, scientific questions and justification.
Chapter II: The Theoretical Framework: Background, Philosophical foundation,,
Linguistic foundation, Pedagogical-Didactic foundation, Psychological foundation/
Contextual foundation / Legal foundation.
Chapter III: Methodology; Process, analysis and data results: Methodological design,
Types of research, Operationalization of the variables, Population and sample,
Research methods, Research techniques, Research instruments, Analysis and
interpretation of results (analysis of the diagnostic test, survey to the students,
interview to the teacher results)
Chapter IV: The Proposal: Title, Justification, Objectives, Theoretical aspect, Feasibility of the proposal, Description, Conclusion and Recommendation
15
CHAPTER I
THE PROBLEM
1.1 Research Context
The present research work was carried out in "Francisco Huerta Rendon"
National High School to the students of the 9th Grade of Basic General
Education in the 2019-2020 school year, which according to the Curricular
Specifications of the Ecuadorian Ministry 2018 of Education must have an A1.2
level and in turn, according to the guidelines of the Common European
Framework of Reference for languages (CEFR) (2012) must have a level A1,
which stipulates that students must be able to use a series of expressions and
phrases to describe everyday situations, link phrases in a simple form, explain
and justify briefly their opinions and narrate a story.
In a previous diagnosis, it was observed that students have problem to use the
definite article The so it is possible to determined that the conflict situation is in
speaking, which is the dependent variable. Therefore, the scientific fact of the
research lies in the insufficiency in speaking in the students of 9th Grade of
Basic General Education in "Francisco Huerta Rendon " National High School
of the 2019-2020 school year.
When deepening in the study different causes were found like: Confusion in the
use of grammar rules in relation to nouns or noun phrases, Direct extrapolation
of Spanish grammar structures into English, Deficiency in the correct use of the
definite article in writing and Inadequate exercises for the use of the definite
article in writing.
16
1.2 Problem Formulation
How does the definite article the influence in the development of writing in the
students of the 9th Grade of Basic General Education of the National High
School Vicente Rocafuerte in the academic period 2019-2020?
1.3 OBJECTIVES
1.3.1 GENERAL OBJECTIVE
Determine the influence of the defined article the in the development of writing
through a field, bibliographic and statistic research, to design a comic strip with
exercises applying the definite article the for the development of writing skill in
English.
1.3.2 SPECIFIC OBJECTIVES
1. Evaluate the definite article the through a field, bibliographical and statistical
research.
2. Characterize writing through field, bibliographic and statistical research.
3. Design a comic strip with exercises applying the definite article the for the
development of writing through a field, bibliographic and statistical research.
1.4 SCIENTIFIC QUESTIONS
1. What is the current situation of the students of the 9th Grade of Basic
General Education of “Francisco Huerta Rendon” in the school period 2019-
2020 regarding the development of writing?
2. What are the causes that influence the development of writing?
3. What are the theoretical, historical, contextual and legal foundations that
support the development of writing based on the application of the defined
article?
4. What is the proposal to develop writing?
17
1.5 JUSTIFICATION
According to previous diagnoses, it was possible to identify that students
of the 9th grade of GBE (General Basic Education) of the "Francisco Huerta
Rendon " National High School in the academic period 2019-2020, have a
deficiency in the correct use of the definite article the in writing and confusion in
the use of grammar rules in relation to nouns or noun phrases, considering that
the guidelines of the Common European Framework of Reference for
languages establishes that A1.2 users should be able to use familiar everyday
expressions and very basic phrases aimed at the satisfaction of needs of a
concrete type and they can write simple isolated phrases and sentences.
In the review of the sustainable development objectives supported by the
Agenda of the United Nations Organization, it can be seen from objective
number 4.1, that it ensures that all girls and boys complete free, equitable and
quality primary and secondary education leading to relevant and effective
learning outcomes, must be considerably increased to access employment,
decent work and entrepreneurship.
Learners should begin using level-appropriate writing skills to create and
produce composition that reflects effective word and grammatical choice, also
they can write short personal reflections and essays, how-to articles, short (real
and imaginary) biographies, written notes to others and survey questions,
among others. Writing well also means mastering organizational skills and
having enough background information on a topic in order to write about
something.
18
The present research foresees to implement a timely and necessary
change in the teaching-learning process of English, in order to give a new way
to teach by using tools that adjust to the current needs of students. The results
of this investigation involve the society and community of Ecuador, being these
indirect beneficiaries of this research.
By offering the student community simple, fun and appropriate ways to
acquire new knowledge, they are also given the ease and interest to increase
the knowledge already possessed to compete in a demanding work world that
seeks that its applicants have a vast academic preparation.
English in Ecuador is taught as a foreign language in school, so teachers
and students are exposed to their native language most of the time. This
situation causes interference of the mother tongue at the moment of learning
the English language. This interference problem is evident when using
productive skills, especially in conveying written messages. Consequently,
Ecuadorian students use Spanish written structures when writing English texts.
It is also common for students to translate word by word from Spanish into
English. As a result, L1 has a negative influence when writing in English (Lopez,
2011). This transfer of structures and vocabulary from L1 to L2 is a
phenomenon that the present study intends to analyze.
According to our research in multiple scientific articles, we can say that
writing is one of the most important skills in the development of a language, as
in the previous quote it is said, there is a situation that interferes in the teaching-
learning process is the mother tongue and we need to have awareness of this
to be able to contribute to an effective communication in the English language.
19
Among the four skills, writing is often considered an indispensable skill
that enables students to develop an appropriate level of linguistic competence.
According to Harmer (2004), writing helps students to express their ideas in
written form and to achieve a high level of communication.
Through our experience in the internships and another teaching
experiences we can say that teaching writing skill is one of the most challenging
tasks because the students, in this case from 9th BGU, don’t have enough
previous knowledge to communicate or express any idea in writing because
they have not receive and appropriate systematic writing teaching; this skill in
English as a foreign language constitutes a primary concern for most of the high
school students because they need this skill in their academic life (e.g. studying
abroad, understanding academic information, etc.). This problem is more
evident in public high school and for these students producing a coherent, fluent
and extended piece of writing is the most difficult activity to do in English
learning.
As a solution for the problem that encompasses this project, it has been
decided to use a didactic resource in order to facilitate the learning of the
definite article in the English language. The design of a comic strip with
exercises applying the definite article the for the development of writing through
a field, bibliographic and statistical research.
Our project is going to help students and teachers to be better in writing
and the usage of definite article, because in some cases even the teacher does
not know how to use correctly the definite article, some of these mistakes are
the overuse of definite article or the lack of use of this.
20
The purpose of this study is also to contribute helping to solve this
theoretical and pedagogical issue by focusing on one problem area common to
Spanish learners manifested in written production and the misuse of the definite
article in English due to the influence of Spanish. The morphosyntax and
semantics of articles in Spanish and English are very complex, but this study is
focused in the use of the definite article in generic contexts, where the two
languages differ. For example: Spanish plural noun phrases (Nps) with definite
articles can express generic reference (los elefantes tienen colmillos de marfil),
or specific reference (los elefantes de este zoológico son marrones). But
English plural with definite articles can only have specific reference (the
elephants in this zoo are brown) while generic reference is expressed with bare
plural NPs (Elephants have ivory tusks).
This is considered as one of the most common mistakes in the usage of
the definite article, and this project is going to help students and teachers in this
section of writing which is very important to develop English as a foreign
language. This comic strip is going to have previous explanation to introduce
the uses of the definite article specifically in its usage as a generic reference, so
students of the 9th grade of Basic General Education of the National High
School "Francisco Huerta Rendon " in the academic period 2019-2020 will learn
to use it.
21
CHAPTER II
THE THEORETICAL FRAMEWORK
2.1 BACKGROUND
In order to take out this project, a research of pertinent information was done
about the topic established in this thesis from the last years to the present. In
this research, it was evidenced that there has been a continuous study in the
teaching of writing and the definite article.
Since the early 1970s, many educators have presented writing as a mean of
enhancing learning. Several reasons have been suggested for this
enhancement: that writing is a form of learning, which approximates humans
through written speech, and also supports learning strategies, (Bangert-Drowns,
Hurley, & Wilkinson, 2004).
Writing is a skill that demands great effort and commitment. For this reason, it is
often difficult for students to master this skill in a foreign language. József
(2001) claims “writing is among the most complex human activities because it
involves the development of a designed idea, the capture of mental
representations of knowledge, and of experience with subjects.” (p.41) Without
doubt, writing is considered a challenging task, even in one’s mother tongue.
According to Harmer (2004), being able to write is just as vital for “speakers” of
a foreign language as it is for others who speak their native tongue. Despite the
fact that writing is not learned naturally and needs to be systematically taught, it
is essential for communication. For this reason, it constitutes a fundamental
aspect of Teaching English as a Foreign Language (TEFL) courses.
22
The importance of writing can also be found in works as “A meta-analysis of
writing instruction for adolescent students” (Graham, S., & Perin, D., 2007)
where told about how writing is critical to student success in education. In
school, teachers ask students to compose texts to demonstrate, support, and
deepen their knowledge and understanding of themselves, their relationships,
and their worlds.
2.2.THEORETICAL FOUNDATION
2.2.1 PSYCHOLOGICAL FOUNDATION
Education is directly concerned with psychology. This study
discusses the contemporary education methods, analyses the psychological
effects in educational communication and emphasizes productivity of
psychological impacts in writing. In modern age, many dynamics and different
strategies are developed to teach people who live in high rhythm lives and in
anxious psychological situations. Contemporary conditions affect all
components of modern life and all approaches and behaviors. Requirements
change due to contemporary developments. Education methods naturally
change and contemporary methods require modern conditions and modern
approaches. Psychology is especially regarded in education because of
contemporary conditions, it is noticed that psychology affected productivity.
Psychology is used as a positive impact to increase productivity in education in
some countries that have gotten success and respect.
The integration of psychology in education is the most favorable way
for the development of it, because the human being is changing, some thoughts
are showed below, explaining the processes that affect directly and indirectly to
23
this problem. For Salkind (2012), “psychology has changed the spirit of
education and it offers new meaning to learning in classroom. Psychology also
changed the old impression of education, where only upper class had the ability
and right to learn”. (p.30)
In learning a new language, there are several strategies that do it
easier to understand. Bovitch (2011), mentioned that "in the search of wisdom
great things have come up, new techniques, indicators, resources, studies or
methods, because if we tried to make friends of wisdom in our homes since
they are babies, things could be different. " (p.25)
The meaningful learning theory has the concept that the learned
knowledge is fully understood by the individual and that the individual knows
how that specific fact relates to other stored facts, that means the construction
and reconstruction of meaning by learners requires that they actively seek to
integrate new knowledge with knowledge already in their cognitive structure
(David Ausubel 2000).
The psychology will be applied in this thesis because a comic strip
will be included in the proposal and it will be selected according to their relation
with the student´s learning about the definite article and social environment, so
that they would learn something that is significant for them because is closely
related to their experiences and culture.
2..2.2 LINGUISTIC FOUNDATION
“The baby cried for meal” this is a simple sentence where we can
find words like subject, verb and articles, but for this time we are going to focus
in the article specifically in the definite article, first, what is an article? An article
is a word that can be used to describe a noun in a general or specific way.
24
There are two different articles in the English language: the and
a/an. The is used to describe a specific noun, whereas a/an is used to describe
a more general noun. For this reason, the is also referred to as a definite article,
and a/an is referred as an indefinite article.
But, when do we have to use the definite article?
The is used when we assume the listener or reader will understand who
or what we are referring to, or when other words in the noun phrase
make the specific reference. Compare:
o The government has promised not to tax books. ( = books
generally) and
o The books have arrived. ( = the books you ordered)
o Music played an important part in his life. ( = music generally) and
o I thought the music used in the film was the best part. ( = this
particular music)
(Hewings, 2013, p.94)
According to the article “the articles” by Monmouth University, there are the
definite article usages to know when write the definite article, for example with
the names of geographical places like:
Names of rivers, oceans and seas;
-The Mississippi River; the Atlantic Ocean and the Dead Sea.
Geographical areas;
-The Mediterranean; the Northern Hemisphere; the South.
25
Desert, Forests, gulfs and peninsulas;
-The Gobi Desert; the Amazon; the Gulf of Mexico; the Baja
Peninsula.
Group of lakes, mountain ranges and chains of islands;
-The Great Lakes; the Andes; the Bahamas.
The define article can be used with singular and plural nouns when the noun is
specific.
The lion is the king of animal.
The lions in the zoo are majestic.
The definite article has a generic uses for a class of entities rather than a
specific member of a class, and non-generic use, the latter being wider and
more frequent. (Hawkins 1978) developed his location theory, which provides a
helpful interpretation of the non-generic meaning of the define article in English.
He asserts that all instances of non-generic they can be grouped into eight
general categories. Celce-Murcia and Larsen-Freeman (1999) summarize
Hawkins theory as follows: " when a speaker / writer use the, he instructs the
hearer / reader to locate the referent in the same shared mental set of objects."
(279)Table 1 recapitulates Hawkins ideas as elucidated by Liu and Gleason
(2002; 6) and Garcia Mayo (2008; 552) on the acquisitions of non-generic the.
2..2.3 PHILOSOPHICAL FOUNDATION
Communication has been defined as a communicative situation where at least
two people from different cultures interact; it is one of the main processes for
the construction of everyday life in society but there is a type of communication
that allows share information even when who sends the message is not
26
present, that is writing. As Eduardo Vizer affirmed (2005), “communication can
be considered the concrete and objective manifestation of the permanent
processes of reconstruction of the different contexts of reality that we build and
cultivate in everyday life” (p.17).
Thereupon it can be said that communication is: "the only way we have to get in
touch with others and, even when we do not realize how much we depend on it,
is the center of our existence" (Borden y Stone, 1982, p. 82). Through the
thought of these authors it can be denoted that by learning to communicate, in
this case with the English language, you can share thoughts and customs of
each civilization.
Nowadays, English is the first language for the majority of the people in several
countries, for this reason the goals of every student in written communication
are to be able to write a unified and coherent piece of writing that can share any
kind of information.
Thus, depending on the way people express their ideas in black and white, they
will be showing their own culture and the way they respect other people’s
culture. Then, it is possible to state that during the writing process, including the
publication of any piece of writing, there is an intercultural process that implies
responsibility towards the proper culture and deference and tolerance towards
different cultural patterns. This Is why, axiology, as a branch of philosophy is
part of this research, because while learning writing, as process, students are
related to the different registers and conventions of the language which will
permit them to interact respectfully in nowadays society.
27
Finally, why writing is the most important way to communicate? Because, texts
and books have been defined like the voice to the past and is the best way to
keep the human's knowledge because written communication is more precise
and explicit, even this research was done thanks to the knowledge transmitted
by the books or articles of other people
2.2.4 PEDAGOGICAL- DIDACTIC FOUNDATION
The pedagogical aspect refers to the importance that the construction of
learning must have during the inter-learning process. It is essential that the
organization and integrity of learning would be based on the evolution of the
human sciences. To reinforce the previous idea, Flórez, R. (1996) mentions
that: "... pedagogy is the discipline that organizes the educational process of
every person, in the psychological, physical and intellectual aspects taking into
account the cultural aspects of the society in general. " (p.234).
This is how pedagogy is an essential part of education, since it
emphasizes the evolution of knowledge, so that they are durable and to
maintain a proper working environment. Taking into account the
aforementioned, the learning and application of new techniques and active
strategies, influence and help to exercise creativity, imagination and the written
skill of the English language.
Being this project aimed at English learning as a foreign language, it has
a fundamental basis in Pedagogy as a science, and it is pertinent to mention the
meaning of the word Pedagogy in the educational field. According to Wheeler S.
(2013): “Pedagogy is leading people to a place where they can learn for
themselves.” (p.130)
28
The constructivist view is touted as one of the leading theoretical
positions in education. There is no universal definition of constructivism. For
some it is a theory of learning, for others it is a theory of knowledge, and for
others still it is a pedagogical theory. Additional views include theory of science,
educational theory or an all-encompassing worldview. Phillips (2000) writes
about a number of constructivist traditions. The theoretical framework for this
project is educational constructivism. This theory has a number of variations.
The two most popular are:
1) personal constructivism attributed to Jean Piaget and
2) social constructivism associated with Lev Vygotsky.
Piaget and Inhelder (1969) believed that the fundamental basis of learning was
discovery. Vygotsky (1978) believed that Piaget’s emphasis was centered too
closely on the internal processes of individuals. Vygotsky viewed cognitive
development primarily as a function of cultural, historical and social interaction
rather than of individual construction. He suggested that people create
psychological tools to master their behavior, the most important being language.
Two important notions encompass the simple idea of constructed knowledge
(Hoover, 1996). The first is that learners construct new understandings using
what they already know. They come to learning situations with knowledge
gained from previous experiences. That prior knowledge influences what new or
modified knowledge they will construct from the new learning experiences. The
second notion is that learning is active rather than passive (Hoover, 1996).
Learners negotiate their understanding in light of what they encounter in the
new learning situation. If what learners encounter is inconsistent with their
29
current understanding, their understanding can change to accommodate new
experience. Learners remain active throughout this process.
Thus, the development of the writing skill, as a process, should be
focused in the students´ previous experiences, emotions and culture, in general
terms, so that the knowledge they acquire is meaningful to their future academic
performance. Also, writing content should not be transmitted as an already-
made knowledge, but the teacher should involve students, for example, in the
construction of the grammar rules for the use of the definite article, so that they
will acquire a life-lasting knowledge.
A comic strip is a very helpful tool for teaching English to students at every
kind of level because it catches their attention with all the colors and pictures
that result attractive for the young minds and can:
Tell a complex story in a few images.
Provide comment and provoke thought on events and issues in
the news.
Give an example of vocabulary related to current trends and fads.
Provide easily identifiable characters to form the basis for
sketches.
Show culture in action with the ways that men or women are
behaving and are expected to behave.
Comment on and illustrate a whole range of issues like racism,
teenage relationships, sexism, ageism, family relationships.
(Lavery 2002)
Writing is a skill necessary for learning a language in the class, for example
here are essays, write role-plays dialogues, dictation and write stories, all these
30
activities are used for improving the writing skill of students and the teacher
uses writing sub competences for revising all this, to get a good level of writing
is important if we respect and want to dominate a new language.
2.2.5 Legal framework
These are the laws that support the education and learning of foreign
languages.
Article 3: the State’s prime duties are: Guaranteeing without any discrimination
whatsoever the true possession of the rights set forth in the Constitution and in
international instruments, especially the rights to education, health, food, social
security and water for its inhabitants.
Article 27. Education will focus on the human being and shall guarantee holistic
human development, in the framework of respect for human rights, a
sustainable environment, and democracy; education shall be participatory,
compulsory, intercultural, democratic, inclusive and diverse, of high quality and
humane; it shall promote gender equity, justice, solidarity and peace; it shall
encourage critical faculties, art and sports, individual and community initiatives,
and the development of competencies and capabilities to create and work.
Education is indispensable for knowledge, exercise of rights and building a
sovereign country and it is a key strategy for national development.
Educación para el cambio.- La educación constituye instrumento de
transformación de la sociedad; contribuye a la construcción del país, de los
proyectos de vida y de la libertad de sus habitantes, pueblos y nacionalidades;
reconoce a las y los seres humanos, en particular a las niñas, niños y
adolescentes, como centro del proceso de aprendizajes y sujetos de derecho; y
se organiza sobre la base de los principios constitucionales;
31
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DATA RESULTS
3.1 METHODOLOGICAL DESIGN
The modality of this research project is mixed since there is no fragmentation
between the quantitative data that are present in the research instruments, such
as the survey and the qualitative data that lead to a process of interpretation of
the information obtained from the theoretical and empirical data.
3.2 TYPES OF RESEARCH
This work is a mixed research because it is qualitative and quantitative since a
collection of quantitative data on variables is made, which are then studied and
analyzed through statistical procedures for the understanding and description of
the facts, as well as surveys of the people involved with the study, the data and
information were compiled, performing an analysis of them, to later describe
them, interpret them, understand their nature and explain their causes and
effects. (Hernández and Sampieri, 2006).
According to its gnoseological criteria, this research is descriptive, since its
purpose is to describe a set of concepts to be measured and the phenomenon
of interest is described with the results obtained. The purpose of this paper is to
describe a situation: the use of basic communication guidelines to promote the
development of communicative interaction in English by students in 9th grade of
basic education at the National School "Francisco Huerta Rendon".
Likewise, this research has a non-experimental design. In this sense,
Hernández and Sampieri (2006) clarify that “in a non-experimental study, no
situation is constructed, but existing situations are observed [..], therefore the
researcher has no control over the variables, he cannot manipulate, nor can
32
influence them because they already happened as well as their effects” (17).
So, this work is non-experimental since no variable is intentionally manipulated;
only a phenomenon is observed and described.
3.3 RESEARCH METHODS
This project is historical-logical because the historical background of writing in
relation to the definite article is investigated, to give a solution to the problem
that arises in the educational context.
In this investigation the theoretical method of analysis and synthesis was used
because it helped to recognize the reality of the problem that is being carried
out in students, through this method the different qualities of the problem were
investigated, so the possible causes and effects of the use of the defined article
The in writing that affects our study subjects were declared, through a field
observation which will lead to a possible relationship between them and the
problem. Thus, the analysis is one of the main parts that used in the breakdown
of the information acquired in different parts and the synthesis is responsible for
giving a relationship of all these dimensions in a single category.
The Systematic-structural method is implemented because it allowed to
elaborate the proposal of the project to give the solution to the problem that
arose, within this project it helped us to elaborate a comic strip with exercises to
practice the definite article The to develop writing.
In this investigation empirical methods are not used because they are not based
on experimentation, and the statistical method will be applied, because the
techniques of the survey and the diagnostic test are used for the management
33
and obtaining of quantitative data through percentages which were later
interpreted to obtain qualitative data.
3.4 RESEARCH TECHNIQUES
Looking back at the research problem which occurs at "Francisco Huerta
Rendon" High School in the students of the 9TH basic general education, three
research techniques have been used which are the survey, the interview and
the diagnostic test.
The survey is used as a technique of rapid mass application because it is an
effective procedure that allows gathering information from almost any kind of
population, and in this case, it will be applied to the students involved in this
project.
The interview is also used because it is a direct technique that is done
individually and unstructured. The dialogue is flexible and it will make the
interviewed feel more comfortable with the interviewer and collecting data with
intentionality and an implicit objective given by the research is achieved.
The diagnostic test is a test that helps the teacher and learners identify
problems that they have with the language. In this case, the diagnostic test is
aimed at students to know if they have issues in writing.
3.5 RESEARCH INSTRUMENTS
The instruments used in this project are:
- the interview, which is based in an individual interview guide, because it
is addressed to the teacher in charge of the ninth year and unstructured
because a flexible dialogue is conducted, addressed to the English
34
teacher, without deviating from the main objective that is the study of the
definite article in writing in which a comic strip for basic users will be
created,
- the survey, which will be carried out on the students, this will be
evaluated with the Likert scale, which allows to obtain more flexible
results and know the opinions of the students,
- the diagnostic test, which will allow to know the level of knowledge of
students about writing and the definite article The and
check that there really is a problem to investigate.
3.6 POPULATION AND SAMPLE
To this research project the population are the students of the 9th
Grade of the "Francisco Huerta Redon" National High School, which are
divided into five parallels that are: A, B, C, D, and E. Due to the population
is greater than 100 individuals, it is necessary to apply the following
statistical formula to take the sample corresponding to the population we
have mentioned that in this case is 225 students plus 1 teacher, whose
sample would be 52 individuals to whom the instruments will applied.
35
The
kind of sampling to be used in this project is the non- probabilistic one since
it has been applied in different researches, among which the interpretive
ones and those related to the educational field stand out, so its application is
viable.
Within the non-probabilistic sampling, five sampling subdivisions are
detailed, being the most appropriate the intentional sampling by quotas since
through it, an amount for each parallel of the 9th BGE can be fixed and, in
this way, it is possible to obtain a reliable sample by the fact of being taken
to different individuals.
Population Sample
Students 225 51
Teachers 1 1
Total 226 52
36
3.6 OPERATIONALIZATION OF VARIABLES CHART
3.6.1 PRIMARY INFORMATION
VARIABLES
CONCEPTUAL
DEFINITION
DIMENSIONS
INDICATORS
DEFINITE
ARTICLE
THE
The definite article the is the most
frequent word in
English.
We use the definite
article in front of
a noun when we
believe
the listener/reader
knows exactly what we
are referring to
(Lyons, 1999,
p. 181)
Generic use of
the definite
article The
Membership
nouns of nationality
Names of animals
and plants
Liu and
Gleason (2002)
Function of
non-generic
definite article
The
Cultural
Situation
Structural
Textual
WRITNG
The activity or skill of
marking coherent
words on paper and
composing text.
Writing sub
competences
• Grammatical competence
• Orthographic competence
• Vocabulary competence
• Phonological competence
Strategies to
improve
writintg
• Essays
• Write role-plays dialogues
• Dictation
• Write stories
37
3.6.2 SURVEY TO STUDENTS
The survey was taken at Francisco Huerta Rendon High School to the
students of first year of baccalaureate in order to know what the needs of
these students regarding the influence of the definite article the in writing.
3.6.3 DIAGNOSTIC TEST
The diagnostic test was taken to have a clearer and reliable
reference according to the performance of the students since it allows to
evaluate the knowledge of each one of these.
3.6.4 INTERVIEW TO THE TEACHER
An interview with the teacher was conducted to know details about
the teaching - learning process in classrooms and, in turn, to identify if the
problem falls on the teacher or students’ side.
3.6.5 SECONDARY INFORMATION
For the proper development of this research, reference has been
made to books, websites, scientific articles, journals and previously
published theses.
38
23% 38%
14%
10% 15%
FIGURE # 1
Totally agree
Agree
Indifferent
Disagree
Totally disagree
3.7 ANALYSIS AND INTERPRETATION OF RESULTS
1) I distinguish the articles that I use in a sentence.
CHART # 1
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 5 10%
AGREE 7 14%
INDIFFERENT 12 23%
DISAGREE 20 38%
TOTALLY DISAGREE 8 15%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: The highest percentage indicates that students do not distinguish articles.
This might mean that they do not know how to use the articles or are unaware of them
39
15% 8%
25%
38%
14%
FIGURE # 2
Totally agree
Agree
Indifferent
Disagree
Totally disagree
2) It is easy for me to differentiate the definite article from the indefinite article.
CHART # 2
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 7 14%
AGREE 13 25%
INDIFFERENT 8 15%
DISAGREE 4 8%
TOTALLY DISAGREE 20 38%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: The highest percentage shows that students agreed on not being
able to differentiate the two articles. The cause may be that there are not
enough classes dedicated to the teaching of these articles.
40
FIGURE # 3
6%
6%
15%
58%
15%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
3) It is difficult for me to make sentences using the definite article.
CHART # 3
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 30 58%
AGREE 8 15%
INDIFFERENT 8 15%
DISAGREE 3 6%
TOTALLY DISAGREE 3 6%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: Most students agreed on having difficulties when writing sentences
using the definite article. One of the reasons can be that they do not know
where to place the article correctly.
41
48%
34% 4%
6% 8%
FIGURE # 4
Totally agree
Agree
Indifferent
Disagree
Totally disagree
4) It is difficult for me to start a writing in English.
CHART # 4
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 18 34%
AGREE 25 48%
INDIFFERENT 2 4%
DISAGREE 4 8%
TOTALLY DISAGREE 3 6%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: according to the result, it can be noticed that the students do not
have enough level to start a writing in English, so in the proposal the students
are going to practice this important skill.
42
5) I consider the correct use of the definite article is important.
CHART # 5
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 13 25%
AGREE 14 27%
INDIFFERENT 9 17%
DISAGREE 8 16%
TOTALLY DISAGREE 8 15%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: According to the results, it can be shown that the majority of the
students agree with the importance of the correct use of the definite article the,
it proves that they want to learn how to use the topic researched in this project
correctly.
27% 17%
16%
25% 15%
FIGURE # 5
Totally agree
Agree
Indifferent
Disagree
Totally disagree
43
6) I make mistakes when using the definite article.
CHART # 6
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 20 38%
AGREE 15 29%
INDIFFERENT 8 15%
DISAGREE 5 10%
TOTALLY DISAGREE 4 8%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: more than half of the students surveyed agree that they make
mistakes using the definite article the, reason why this proposal will be handed
in to this High School, so that it could be beneficial for helping students to
improve their knowledge.
FIGURE # 6
8%
10%
38%
15%
29%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
44
7) I find interesting learning English using comic strips.
CHART # 7
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 24 46%
AGREE 17 33%
INDIFFERENT 5 9%
DISAGREE 3 6%
TOTALLY DISAGREE 3 6%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: almost all the surveyed are agree with the idea of learning English
using a comic strip, and in this case that makes an incredible support to the
main idea of the proposal which is designing a comic strip for definite article
practice.
FIGURE # 7
6%
6%
9%
46%
33%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
45
8) It would be more fun to learn the definite article by completing a comic
strip.
CHART # 8
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 28 54%
AGREE 12 23%
INDIFFERENT 6 11%
DISAGREE 3 6%
TOTALLY DISAGREE 3 6%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: most of the respondents think that it would be more fun to learn the
definite article by completing a comic strip; we think it might be due to the fact
that today’s students are more familiarized with visual learning and that is the
reason for their agreement with the proposal.
FIGURE # 8
6%
6%
11%
54%
23%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
46
9) I have learned to use the definite article with the techniques used by the
teacher.
CHART # 9
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 3 6%
AGREE 9 17%
INDIFFERENT 15 29%
DISAGREE 14 27%
TOTALLY DISAGREE 11 21%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: almost all students think they have not learned the usage of definite
article with the techniques used by their English teacher. The interpretation that
can be told is that this occurs because some teachers do not plan the classes
and only use the content given by the book.
29% 27%
17%
6% 21%
FIGURE # 9
Totally agree
Agree
Indifferent
Disagree
Totally disagree
47
10) When I write I know when to use the definite article «the».
CHART # 10
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 2 4%
AGREE 2 4%
INDIFFERENT 10 19%
DISAGREE 17 33%
TOTALLY DISAGREE 21 40%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: a high quantity of students disagree with this statement because
they do not know when to use the definite article; mainly this is due to the fact
that they do not know most of the grammar rules to use it.
33%
19% 40%
4%4%
FIGURE # 10
Totally agree
Agree
Indifferent
Disagree
Totally disagree
48
11)I can write short texts using the definite article.
CHART # 11
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 2 4%
AGREE 4 10%
INDIFFERENT 13 23%
DISAGREE 15 29%
TOTALLY DISAGREE 18 34%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: A large part of the students surveyed disagree with this statement
because they cannot write short texts using the definite article; we think that
they can do it, it is just that they do not feel sure about the grammar and are
afraid of making mistakes.
48%
34% 4%
6% 8%
FIGURE # 11
Totally agree
Agree
Indifferent
Disagree
Totally disagree
49
12) I am able to use the definite article “the” in writing.
CHART # 12
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 5 10%
AGREE 4 8%
INDIFFERENT 11 21%
DISAGREE 14 27%
TOTALLY DISAGREE 18 34%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: a huge percentage of students think that they are not able to use the
definite article the in writing; that’s due the fact that students have not received
a correct teaching about this specific topic and they do not know the grammar
rules needed to apply it in writing.
FIGURE # 12
6%
6%
11%
54%
23%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
50
13) I make myself understood when I write using definite article “the”.
CHART # 13
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 4 25%
AGREE 7 27%
INDIFFERENT 5 17%
DISAGREE 30 16%
TOTALLY DISAGREE 6 15%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: according to this result, it can be shown that students cannot use
properly the definite article the, because they are not capable to make
themselves understood when they are using the definite article when they are
writing.
FIGURE # 13
6%
6%
15%
58%
15%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
51
14)I feel motivated to practice in class if the teacher applies didactic
resources.
CHART # 14
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 29 56%
AGREE 15 29%
INDIFFERENT 2 4%
DISAGREE 4 7%
TOTALLY DISAGREE 2 4%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: the majority of the students gave a positive response to this
statement. This proves that they want to practice in the English class, and all
they need is motivation and didactic classes.
48%
34% 4%
6% 8%
FIGURE # 14
Totally agree
Agree
Indifferent
Disagree
Totally disagree
52
15)I consider that to have correct orthography is important for understanding
a message.
CHART # 15
OPTIONS ANSWERS PERCENTAGES
TOTALLY AGREE 28 54%
AGREE 12 23%
INDIFFERENT 6 11%
DISAGREE 3 6%
TOTALLY DISAGREE 3 6%
TOTAL 52 100%
Source: Francisco Huerta Rendon High School
Elaboration: Henrry Valdez, Fernando Luna
Comment: according to this table it can be denoted that most of the students
have awareness of the fact that orthography is important to understand a
massage, it means students care about they writing skills and so it can be
predicted that they will receive the proposal of the research to practice the
definite article in a positive way.
FIGURE # 15
6%
6%
11%
54%
23%
Totally agree
Agree
Indifferent
Disagree
Totally disagree
53
3.8 ANALYSIS OF THE INTERVIEW RESULT
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
Teacher´s interview:
- Interviewer: How could you evaluate your students’ writing skills in
relation to the established levels for their grade?
Answer: They do not have the level they should have regarding the
Common European Framework of References.
- Interviewer What method do you use to improve students’ writing?
Answer: I use readings and make students to make a summary about
that.
- Interviewer Do you think the students use the definite article the in a
proper way?
Answer: No, most of the time they make mistakes and overuse or
underuse the definite article the.
- Interviewer: How often the students use the Spanish grammar in
sentences when they write in English?
Answer: All the time the students have the habit to use the Spanish
grammar thinking that is the same in English.
- Interviewer: Do you think the students are able to differentiate definite
article the from zero article?
Answer: They have problems to differentiate the articles in general.
- Interviewer Do you think that a comic strip could be beneficial for your
students writing skills improvement?
Answer: Yes , I think it will be an appropriate form to catch the students
attention and inspire them to practice writing.
Thanks to this interview, it was possible to know the teacher’s opinion,
teacher expressed that the students make mistakes in writing due to the
lack of vocabulary because students do not like to read which is the most
frequent way to increase that.
54
The Teacher also thinks that one of the reasons for the poor writing is
that students use the Spanish grammar structure when they write in
English, and in this case referring to the definite article they overuse that.
When we told the teacher our proposal, she was interested about that
because she agreed in that the students preferred to read a comic strip
or something new instead a book without pictures, and like in our comic
strip students will be able to perform part of the story she got fascinated.
3.9.1 ANALYSIS OF THE DIAGNOSTIC TEST RESULT
The diagnostic test applied to the students is composed by an activity about
writing a short paragraph using the definite article the.
Most of the students were not able to solve the full test. They did not get a
satisfactory score in the written production. More specifically they gave up after
having written a short sentence.
Almost all the sentences were incomplete and have no sense, it might be for the
lack of vocabulary and difficulty getting started on writing assignments and
some difficulties like:
o difficulty with sentence structure and word order,
o poor narrative sequencing,
o frequent capitalization, punctuation, and grammar errors,
o trouble generating ideas or elaborating on them.
Thanks to this test, it also can be denoted that the students do not have enough
writing practice. It is essential to recall that many scholars and teenagers make
mistakes or experience problems as part of the process of becoming better
writers. They may switch words, spell poorly, or have difficulty producing their
thoughts in composing, or exhibit other of the signs above. As in any scholastic
area, teachers, instructors and parents must watch cautiously and attempt to
comprehend an individual tyke's qualities and shortcomings to guarantee
advance. One way to monitor progress is by gathering a portfolio of a child's
55
work over time. It may help in distinguishing an issue from an early stage and
creating viable methodologies.
However, the most important difficulty that was diagnosed was the misuse of
the definite article, which is the independent variable if this study. In most of the
cases, students tended to use the article the in a similar way as it is used in
Spanish, which means that they included this definite article whenever they
were referring to a noun, no matter if it was a specific thing or a general one.
Considering this as a language interference proper of novice learners, as the
students sample was centered in 9th graders, they are considered to be in a
pre-intermediate level, they should be able to distinguish when to use the article
or not. Then, the initial problem if this researched is proved in the result
obtained in this diagnostic test.
56
CHAPTER IV THE PROPOSAL
4.1 TITLE
Design of a comic Strip for the practice of the definite article “the” for the
development of writing.
4.2 JUSTIFICATION
Through the instruments (survey, diagnostic test and teacher
interview) applied to the 9th Grade of Basic General Education in “Francisco
Huerta Rendon” National High School, it was possible to identify that the
majority of students present a huge difficulty to write using the definite
article. These results are supported by all the different instruments used.
During the diagnostic test, it could be confirmed that no student knew how to
use the definite article. One of the principal reasons that influenced this
problem is that they do not count on any new didactic resource for being
motivated in the learning of the definite article.
This is the reason why it has been decided to create a comic strip in
which they will have to complete the dialogues using the definite articles, in
this way, they will be more motivated for working and practicing writing.
4.3 OBJECTIVES
4.3.1 GENERAL OBJECTIVE
To perfect student’s writing through a comic strip with exercises to practice
the use of the definite article.
4.3.2 SPECIFIC OBJECTIVES
1. To make the learning of the definite article easier and more didactic.
2. To provide the teacher a tool to help with the teaching of the definite
article.
57
4.4 THEORETICAL ASPECTS
The system of communicative activities bases itself on the following fields:
From the philosophical field, this proposal is based on the intercultural
communication because it has been defined as a communicative situation in
which two or more people from different cultures interact. Communication can
be considered the concrete and objective manifestation of the permanent
processes of reconstruction of the different contexts of reality that we build and
cultivate in everyday life (Vizer, 2005).
From the psychological field, this proposal is based on the integration of
psychology in education like one of most favorable way for the development of
it, because the human being is changing, some thoughts are showed below,
explaining the processes that affect directly and indirectly to this problem.
Salkind (2012),
From the linguistic field, this proposal is based on the rules about how to
use the definite article, because it is so important to write in a correct way for
accurate communication and for respecting the culture and history of the
language. (Hewings, 2013)
From the pedagogical field, this proposal is based on English learning
as a foreign language, it has a fundamental basis in Pedagogy as a science,
and it is pertinent to mention the meaning of the word Pedagogy in the
educational field.
4.5 FEASIBILITY OF THE PROPOSAL
4.5.1 FINANCIAL
The economic resources to develop this proposal are supported by
the authors of this research because they have a minimum cost.
58
4.5.2 LEGAL
This proposal is based on the Constitution of the Republic of Ecuador
article 27, where it is stated that education will focus on the human being
and shall guarantee holistic human development. It is also based on the
National Curriculum Guidelines where it is stated that students at this grade
must achieve an A1.2 level of English language skill.
4.5.3 TECHNOLOGICAL
It has not been necessary to use technological resources for the
implementation of this proposal.
4.5.4 HUMAN
The human viability is based on the authors’ competences to create
the proposal that, in this case, is a comic strip for the definite article
practice.
4.5.5 POLITICAL
From the educational policies, this proposal is based on the
Common European Framework of Reference for Languages and in the
National Curriculum Guidelines, in which it is established that students of 9th
Grade of Basic General Education must have an A1.2 level, which
corresponds to a level A1 from the CEFR.
4.6 PROPOSAL DESCRIPTION
This proposal starts with a short definition of the definite article The,
its usage and a few examples addressed to students in order to encourage their
desire to learn and progress. Next, the main objective of this project is explained
59
in a language that the student can understand. Then, it is showed the title of the
comic strip, all the activities that it includes, and the way to complete the
dialogues.
It is composed by four chapters all of them focused in the writing practice. In the
first chapter they are going to read each dialogue and after that identified the
definite article and underline it. In the second chapter students are going to
complete the dialogues using the definite article and then check the mistakes in
the back of the comic. In the third chapter the dialogues are going to be in a box
out the picture and the students have to select each one according to the story.
In the last chapter, students will have to finish the story with their own idea of
how they want to finish the comic strip.
At the end of the comic, there is the Answer Key sheet of the three first
chapters.
60
4.7 Proposal
61
Olivers´ adventures
By Henrry Valdez V. and Fernando Luna C.
62
INDEX:
Page 1- Introduction
Page 2- Explanation
Page 3- Activity number 1
Page 4- Activity number 2
Page 5 –Activity number 3
Page 6- Activity number 4
63
Introduction
This comic strip was thought because we have always liked comics and when we
started studying English we realized that the current methods used by teachers are
very boring and old-fashioned for students to feel motivated and learn. Also, we
realized that most of the students have difficulties in dealing with the definite article.
This is why we decided to create this system of exercises to get students feel inspired
and excited when learning about the definite article.
The present paper starts with a simple theoretical explanation about the correct use of
the definite article. Also, some examples adequate to the students´ level are
presented, so that they can understand easily.
The comic strip is divided in four activities, in the first activity students will have to
read the story and underline the definite article. This is a simple activity in which the
students will get familiar with the communicative use of said article.
In the second activity students will have to complete the dialogues and use the definite
article if necessary. In this case, the level of complexity is been raised, because
students will already have to write the article or not, according to their previous
knowledge.
In the third activity students are going to use a noun for describing the picture and use
the definite article if necessary. In this case, students will have to show their ability to
write using the article with a minimal help.
In the last activity learners are going to create their own story and assign a name for
each character. Thus, this last activity is more complex and demands a deeper ability in
writing in general and in the correct use of the definite article in particular.
64
Explanation
There are two different articles in the English language: the and
a/an. The is used to describe a specific noun, whereas a/an is used to describe
a more general noun. For this reason, the is also referred to as a definite article,
and a/an is referred as a indefinite article.
But, when do we have to use the definite article?
The is used when we assume the listener or reader will understand who
or what we are referring to, or when other words in the noun phrase
make the specific reference. Compare:
o The government gives books to all the students in the country. ( =
books generally) and
o The books have arrived. ( = the books you ordered)
o Music played an important part in his life. ( = music generally) and
o I thought the music used in the film was the best part. ( = this
particular music)
65
1. Read Oliver´s story and mark the definite article.
OLIVER: Prensent-yes my sister there hid a
Little parcel in my suitcase, so when i was
unpacking the case i had a cool surprise
This is Switzerland, sis; everything is good! The Swiss seem
incredibly organized and the technology here is first class.
Well, the plan is four days here in Switzerland
– this is the third day – and then four days in
Italy
When we landed at the airport, the day before yesterday,
the friend of hers who's looking after us suggested a few
days in the mountains, here in Switzerland.
66
2. Using your memories from the previous strip, insert these phrases in the story.
Complete the phrases with the definite article if necessary. Compare your answers
with the previous story.
- stuff - suitcase
When we landed at the airport, the day before yesterday, the friend of hers
who's looking after us suggested a few days in the mountains, here in
Switzerland
Well, the plan is four days here in Switzerland – this is
the third day – and then four days in Italy
This is Switzerland, sis; everything is good! The Swiss
seem incredibly organized and the technology here is
first class.
OLIVER: Prensent-yes my sister there hid a Little parcel in
my suitcase, so when i was unpacking the case i had a cool
surprise
- case - bag - day
- internet - Swiss - Italian lakes - plan
- friend - third day
- birthday
- weather
- Switzerland
67
3- Use the noun given with each of the pictures to describe them. Use the definite
article the if you consider it is correct.
- Wall - Computer - Floor
- Door - Night - Sofa
- boy - Sunflower - Cloud
- Tree - Landscape - Paint
68
4- Create your own story using the definite article the whenever it is adequate.
69
70
4.8 CONCLUSIONS
Due to the instruments used in this project, it could be verified the poor
level of the students in writing and the usage of the definite article, it
was noticed that the students do not feel motivated to express their
ideas and thoughts in English, it was demonstrated when the diagnostic
test was applied that they gave up too early and they only wrote a few
words without any sense or coherence. The proposal of this project is
lead to motivate and catch students´ attention, that is why a very
colorful set of images has been chosen in order to encourage students
to practice writing and learn the correct use of the definite article.
4.9 RECOMMENDATIONS
- It is recommended to implement didactic activities with the objective of
encouraging student’s attention regarding writing.
- It is recommended to design teaching resources for a more
representative learning of the definite article.
- It is necessary to practice more frequently the writing skills using more
attractive activities.
71
4.10 Bibliographical references:
Common European framework of reference for languages: learning, t. A.
(2010). Language policy unit, Strasbourg www.coe.int/lang-cefr.
Constitution of the republic of Ecuador. (2008). National Assembly
Legislative and Oversight Committee.
Biver et al., (1999). Longman Grammar of Spoken and Written English. 1st.
Harlow: Longman. p.409.
Harpaz. (2008). Meaningful Learning Internal and External Conditions.
Sperling, M., & Freedman, S.W. (2001). Research on writing. In V.
Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 370-389).
Washington, DC: American Educational Research Association.
Troia, G. A., & Graham, S. (2003). Effective writing instruction across the
grades: What every educational consultant should know. Journal of
Educational and Psychological Consultation, 14, 75-89.
doi:10.1207/S1532768XJEPC1401_04
Troia, G. A., Lin, S. C., Cohen, S., & Monroe, B. W. (2011). A year in the
writing workshop: Linking writing instruction practices and teachers’
epistemologies and beliefs about writing instruction. The Elementary School
Journal, 112, 155-182.
Varble, M. E. (1990). Analysis of writing samples of students taught by
teachers using whole language and traditional approaches. Journal of
Educational Research, 83, 245-251
Chomsky, Noam (1962). Syntactic Structures. The Hague: Mouton and Co.
Grannis, Oliver. "The Definite Article Conspiracy in English." Language
Learning, 22(1972), 275-89.
Hasbun, Leyla. (2009) “ the use of English article by a group of EFL
leaners” Filologia y Linguistica XXXV ISSN :0377-628X
Torrado Laura (2012) “Definite article use in the IL of spanish speakers:
a multi-dimensional problem” Universidad de Vigo text -98-1-10
Chia-Lin Hsin (2013) “Language and culture in foreign language
teaching” Newcastle University 178899
72
Nyaradzo Mvududu & Jennifer Thiel-Burgess (2012) “Constructivism in
Practice: The case for English Language Learners” International Journal
Education ISSN 1948-5476.
Villacañas de Castro Luis (2013) “teaching english as a foreign language
in accordance with social-constructivism pedagogy” Universitat de
Valencia pag 97-114 .
Cabrera Solano Alexandra (2014) “Spanish Interference in EFL writing
skills: A case of Ecuadorian senior High schools” Published by Canadian
Center of Science and Education ISSN 1916-4742.
73
ANNEXES
74
ANNEX I
LETTER OF TUTORS NOMINATION ....................................................... 75
LETTER OF APPLICATION TO THE EDUCATIONAL INSTITUTION ……76
LETTER OF PERMISSION TO THE EDUCATIONAL INSTITUTION ........ 77
CERTIFICATE OF PERCENTAGE OF URKUND’S SIMILARITY .............. 78
PROPOSAL EVALUATION FORM ......................................................... 79
AGREEMENT OF TUTORING ................................................................. 80
REPORTS OF TUTORING SESSIONS ................................................... 81
REPORT CORRESPONDING TO THE TUTORING DONE .......................85
CERTIFICATION OF THE TUTOR .......................................................... 86
RUBRIC OF EVALUATION OF THE EDUCATIONAL PROJECT ............. 87
FINAL REVIEW REPORT ......................................................................... 88
RUBRIC OF EVALUATION OF THE WRITTEN PART OF EDUCATIONAL
PROJECT ................................................................................................. 89
CERTIFICATION OF THE REVIEWING TUTOR ...................................... 90
REPOSITORIES IN ENGLISH AND SPANISH ......................................... 91
REPOSITORIES IN ENGLISH AND SPANISH ......................................... 92
LICENSE (ANNEX 12) .............................................................................. 93
ANNEX II
PHOTOGRAPHIC EVIDENCE OF THE EDUCATIONAL PROJECTS
PROCESS ............................................................................................. 94
INTRUMENTS OF THE INVESTIGATION ............................................ 100
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
REPOSITORY IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE AND SUBTITLE: INFLUENCE OF DEFINITE ARTICLE THE IN WRITING, DESIGN OF A COMIC STRIP
FOR DEFINITE ARTICLE PRACTICE
AUTHORS): LUNA CABANILLA FERNANDO ANDRES, VALDEZ VERA HENRRY MAURICIO
ADVISOR: PH.D. LORNA CRUZ RIZO
INSTITUTION: UNIVERSITY OF GUAYAQUIL
FACULTY: FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
TITLE OBTAINED: BACHELOR OF EDUCATION; LANGUAGE AND ENGLISH LITERATURE.
DATE OF PUBLISHING: NUMBER OF PAGES:
THEMED AREAS: ENGLISH LANGUAGE
KEYWORDS: Writing, the definite article, activity.
ABSTRACT:
The following research has taken place in the "Francisco Huerta Rendon" National High School, where it
evidenced that the students of 9th Grade of Basic General Education has problems using the definite article the
in writing for that reason we decided to create a new instrument that is going to catch students attention and
make them feel interested in English learning. This innovative proposal is based in the use of a comic strip in the
English classes because nowadays most of students are visual learners and this colorful resource will be
interesting for them. With the methods applied such as survey and diagnostic test to the learners was evidence
the lack of motivation and the poor resources used in classes. This project is going to help and change the vision
that students have about traditional way of learning English.
ATTACHED PDF: SI NO
AUTHORS NAMES AND
CONTACT:
Telephone:
0997562698
0963277719
E-mail:
INSTITUTION
CONTACT:
Name: SECRETARIAL OF THE SCHOOL OF LANGUAGES AND ENGLISH LITERATURE
Telephone: (04) 2294888 Ext.123
E-mail: [email protected]
92
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN
TÍTULO Y SUBTÍTULO: INFLUENCIA DEL ARTICULO DEFINIDO THE EN LA ESCRITURA, DISEÑO DE UNA
TIRA CÓMICA PARA LA PRÁCTICA DEL ARTICULO DEFINIDO.
AUTOR(ES) LUNA CABANILLA FERNANDO ANDRES, VALDEZ VERA HENRRY MAURICIO
REVISOR/TUTOR: PH.D. LORNA CRUZ RIZO
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
MAESTRÍA/ESPECIALIDAD: LICENCIATURA EN EDUCACIÓN, LENGUA Y LITERATURA INGLESA
GRADO OBTENIDO:
FECHA DE PUBLICACIÓN: No. DE PÁGINAS:
ÁREAS TEMÁTICAS: LENGUA INGLESA
PALABRAS CLAVES/
KEYWORDS:
Producción escrita, articulo definido the, actividad.
RESUMEN: La siguiente investigación se llevó a cabo en la Escuela Secundaria Nacional "Francisco Huerta
Rendón", donde se evidenció que los estudiantes de noveno grado de Educación General Básica tienen
problemas para usar el artículo definido por esa razón decidimos crear un nuevo instrumento que llamará la
atención de los estudiantes y los hará sentir interesados en aprender inglés. Esta propuesta innovadora se basa
en el uso de una tira cómica en las clases de inglés porque hoy en día la mayoría de los estudiantes son
aprendices visuales y este colorido recurso será interesante para ellos. Con los métodos aplicados, como
encuestas y pruebas de diagnóstico a los alumnos, se evidenció la falta de motivación y los escasos recursos
utilizados en las clases. Este proyecto ayudará y cambiará la visión que los estudiantes tienen sobre la forma
tradicional de aprender inglés.
ADJUNTO PDF: SI NO
CONTACTO CON
AUTOR/ES:
Teléfono:
0997562698
0963277719
E-mail:
CONTACTO CON LA
INSTITUCIÓN:
Nombre: SECRETARÍA DE LA ESCUELA DE LENGUAS Y LITERATURA INGLESA
Teléfono: (04) 2294888 Ext.123
E-mail: [email protected]
93
94
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE: RECEIVING TUTORIALS WITH OUR ACADEMIC CONSULTANT PH.D.
LORNA CRUZ RIZO
95
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE: RECEIVING TUTORIALS WITH OUR ACADEMIC CONSULTANT PH.D.
LORNA CRUZ RIZO
96
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE: RECEIVING TUTORIALS WITH OUR ACADEMIC CONSULTANT PH.D.
LORNA CRUZ RIZO
97
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE: LANDSCAPE OF THE FRANCISCO HUERTA RENDON HIGH
SCHOOL
98
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TITLE: SURVEYING THE STUDENTS
99
TITLE: TAKING THE DIAGNOSTIC TEST TO STUDENTS
TITLE: INTERVIEWING THE ENGLISH TEACHER
100
Instuments
of the
investigation
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
Diagnostic Test
- Select one of the following topics and write a paragraph in approximately 50 words.
------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------
-------------------------
Daily Routine Last Vacations Favorite Hobby
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
Teacher´s interview:
- Interviewer: How could you evaluate your students’ writing skills in
relation to the established levels for their grade?
Answer: They do not have the level they should have regarding the
Common European Framework of References.
- Interviewer What method do you use to improve students’ writing?
Answer: I use readings and make students to make a summary about
that.
- Interviewer Do you think the students use the definite article the in a
proper way?
Answer: No, most of the time they make mistakes and overuse or
underuse the definite article the.
- Interviewer: How often the students use the Spanish grammar in
sentences when they write in English?
Answer: All the time the students have the habit to use the Spanish
grammar thinking that is the same in English.
- Interviewer: Do you think the students are able to differentiate definite
article the from zero article?
Answer: They have problems to differentiate the articles in general.
- Interviewer Do you think that a comic strip could be beneficial for your
students writing skills improvement?
Answer: Yes , I think it will be an appropriate form to catch the students
attention and inspire them to practice writing.
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
SURVEY
Mark with a (x) the box that best describes your degree of agreement with each of the following statements:
Totally agree; Agree; Indifferent; Disagree; totally disagree.
Totally
agree
Agree Indifferent Disagree Totally
disagree
1 I distinguish the articles when I
read short texts.
2 It is easy for me to differentiate
the definite article from the
indefinite article.
3 It is difficult for me to make
sentences using the definite
article.
4 It is difficult for me to structure
the sentences in English
5 I consider the correct use of the
defined article is important.
6 I make mistakes when using the
definite article
7 I find interesting learning
English using comic strips
8 It would be more fun to learn
the definite article by
completing a comic strip
9 I have learned to use the
definite article with the
techniques used by the teacher
10 When I write I know when to
use the definite article «the»
11 I can write short texts using the
definite article
12 I am able to use the definite
article “the” in writing.
13 I make myself understood when
I write using definite article
“the”
14 I feel motivated to practice in
class if the teacher applies
didactic resources.
15 I find interesting reading short
stories in English.