Importance of the didactic and sociological factors
that influence the development of the phonetic elements of the oral expression
in a foreign language
Importancia de los factores didácticos y sociológicos que influyen en el
desarrollo de los elementos fonéticos de la expresión oral en una lengua
extranjera
Importância de fatores didáticos e sociológicos que influenciam o
desenvolvimento dos elementos fonéticos da expressão oral em uma língua
estrangeira.
María. Victoria
Martínez Cruz
Docente, Instituto Tecnológico Superior Vicente
Rocafuerte, Ecuador
Master en educación, Guayaquill Ecuador,
https://orcid.org/0000-0001-5835-714X
Johanna del
Carmen Vargas González
Docente, Instituto Tecnológico Superior Vicente
Rocafuerte, Ecuador
Master en Educación.
johannacarme@hotmail.com. Guayaquil, Ecuador,
https://orcid.org/0000-0002-3260-1148
Vinicio Ricardo
Cortez Torres
Docente, Instituto Tecnológico Superior Vicente
Rocafuerte, Ecuador
Master en Educación, viniciocorteztorres@hotmail.com.
Guayaquil, Ecuador,
https://orcid.org/0000-0003-0823-2984
Victoria Díaz
Martínez
Docente Unidad Educativa Santo Domingo de Guzmán
Master en Educación, victoriadiaz@hotmail.com,
Guayaquill Ecuador,
https://orcid.org/0000-0001-7176-7215
|
Recibido enero 2018 –
Aceptado febrero 2018 Formación docente - revista
iberoamericana de educación http://www.revista-iberoamericana.org/index.php/es/index https://creativecommons.org/licenses/by/4.0/deed.es e-ISSN: 2737-632X Vol – 3 No. 1, enero – marzo
2020 Pags 64-79 |
Abstract. The problem of study English as a foreign language or
bilingual education has been handled in a superficial way. The experience gained during the teaching
time has shown that the public schools´ students have low oral production and
deficient pronunciation; meaning this that the correct development of this
language is not achieved, in despite of the great help that ICT offers. The
foregoing has led to conclude that the importance of the didactic factors in
the phonetic elements of the oral expression is the general objective of this
research. The methodological design research was conducted under the scientific
investigation line, through the critical-social research, having as methodology
type the descriptive-exploratory one, with the survey and direct observation as
research techniques, considering as instruments, the questionnaire and the
interview, based on closed questions investigated on the field; under a
quantitative approach. According to the need, the scope is of qualitative type,
because studies specific groups, converting it in a case of study. The proposal
of this research is focuses on a Didactic Guide design with phonetic
introductory methodology supported on the ICT, which improves the
pronunciation, increases the students’ vocabulary and as a default will develop
the oral expression. The implementation
of this proposal will identify the quality didactic factors that influence the
teaching-learning process. As a result,
the right articulation of this research will develop in great benefit,
achieving the academic excellence, based on standards and in line with the
current globalized world, which means the mastering of the English language.
Key words: didactic factors - phonetic elements - oral
expression Coaching.
Resumen O problema do estudo do inglês como língua estrangeira ou educação
bilíngue foi tratado de maneira superficial. A experiência adquirida durante o
período de ensino mostrou que os alunos das escolas públicas apresentam baixa
produção oral e pronúncia deficiente; ou seja, que o desenvolvimento correto
dessa linguagem não seja alcançado, apesar da grande ajuda que as TIC oferecem.
O exposto levou a concluir que a importância dos fatores didáticos nos
elementos fonéticos da expressão oral é o objetivo geral desta pesquisa. A
pesquisa de desenho metodológico foi conduzida sob a linha de investigação
científica, por meio da pesquisa crítico-social, tendo como tipo metodológico o
descritivo-exploratório, com o levantamento e a observação direta como técnicas
de pesquisa, considerando como instrumentos, o questionário e a entrevista, com
base em em perguntas fechadas investigadas em campo; sob uma abordagem
quantitativa. De acordo com a necessidade, o escopo é do tipo qualitativo, pois
estuda grupos específicos, convertendo-o em um caso de estudo. A proposta desta
pesquisa concentra-se no desenho de um Guia Didático com metodologia
introdutória fonética suportada nas TIC, o que melhora a pronúncia, aumenta o
vocabulário dos alunos e, por padrão, desenvolve a expressão oral. A
implementação desta proposta identificará os fatores didáticos de qualidade que
influenciam o processo de ensino-aprendizagem. Como resultado, a articulação
correta desta pesquisa se desenvolverá em grande benefício, alcançando a
excelência acadêmica, baseada em padrões e alinhada com o atual mundo
globalizado, o que significa dominar o idioma inglês.
Palabras clave: factores
didácticos - elementos fonéticos - expresión oral Coaching.
Resumo. Os processos de ensino superior tendem a adotar novas metodologias para
potencializar as atividades de ensino-aprendizagem. O principal objetivo deste
documento é identificar o desenvolvimento de competências acadêmicas por meio
da implementação do processo de Coaching educacional em nível superior. O
desenho da pesquisa obedece a uma metodologia experimental do tipo
pré-experimental (estudo de caso). A amostra foi composta por um total de 121
estudantes da carreira de Administrador Contábil de um determinado tecnólogo da
cidade de Guayaquil, no Equador. O coaching, em geral, é um processo orientado
para o desenvolvimento potencial do Coachee; Além disso, esse processo também
pode ser abordado a partir de outros cenários, por exemplo: esporte, trabalho,
família etc. Dentro das conclusões do estudo, está contemplado que o papel do
coaching educacional tem características transformadoras no aluno, uma vez que
é orientado para o aprimoramento de suas habilidades.
Palavras-chave: fatores didáticos -
elementos fonéticos - expressão oral Coaching.
INTRODUCTION
Within the context of this educational project
research, the delimitation of the topic is presented based on the importance of
the phonetic as an element of the skill of speaking, having as a result the bad
production quality and meaning this: Low
oral production and poor pronunciation.
For this purpose this educational project has
been focused on a group of students with speaking learning problems, who have
the intention to change this didactic system problem and overcome the lack of
methodological learning strategies that are pretended to be viable through a
consulting didactic material to be proposed.
The success of this study will depend on how
interesting and useful is this proposal to the students,
regarding the vocabulary, exercises and how pedagogical is the presentation of
the phonetic elements in order to higher their speaking production
quality.
It is important to lead the students to
their understanding that both, oral and written skills go hand by hand with the
speaking skill and that the teaching-learning moment will be in accordance with
the Plan Nacional del Buen
Vivir-PNBV, the same that refers the importance
of ending poverty through the overcrowding of the study and quality
improvements, using the educational science as part of the teaching-learning
process(Vega, 2014).
The main objective of this educational
project research is to examine the deep influence of the factors that could be
affecting the phonetic quality in the oral expression for a correct
teaching-learning process within the classroom.
Being this the general problem that happens today to
our youth of the 21st century and due to we are now living in the
knowledge society, is the lack of interest in developing as integral and
holistic beings that becomes extremely important to research, by understanding
and giving an appropriate solution to this specific case of learning English,
as a foreign language in the public schools and colleges. Their little enthusiasm towards the English
learning is reflected in the poor motivation that they received from home and
within the classroom. The present
project has as main purpose to analyze the low quality production in the oral
skill and deficient pronunciation, among the students of 10th grade
of basic education of a public school of Guayaquil (Mateo, 2006), (Viáfara-González
& Ariza-Ariza, 2008), (Cadavid-Múnera,
Quinchía-Ortiz, & Díaz-Mosquera, 2009).
In order to improve and develop their speaking skills
of a foreign language, in this case, English; the methodologies that will be
prepared are especial for their environment, emphasizing in the study of the
phonetic and paralinguistic elements, regarding our performed direct
observation inside the classroom. A
direct observation in situ, and
properly structured surveys will be applied through this educative scheme of
project with an interesting proposal that will be presented supported in the
use of the new technology, with the purpose to improve the quality of the
present education.
In the practice, teaching is as important and rich as
imponderable, and once analyzed the daily task of teaching-learning process, it
should be admitted the variants imposed by the didactic educational reality of
our surrounding environment, which is currently in full development within the
society of knowledge, and after this analysis, will proceed to change those
deficiencies, regarding the use of updated techniques and trained teachers,
required to achieve the improvement in the level of exposure to the language,
by improving the phonetic elements in the English language (Hincapié,
Giraldo, Castro, Lopera, & Pineda, 2007), (Maturana
Patarroyo, 2011), (de
Kendler, 2007)
Therefore some useful tools are going to be used, like
strategies and resources, to enhance this educational project like the using as
a technical support the ICT (Information, Communication Technologies) to
improve the educational problem within the classroom; achieving a complete
attention from the students to the English language. By applying those elements we will have a more
productive teaching-learning process (Díaz Larenas & Morales Campos,
2015), (Menéndez, 2006).
The public educational establishment chosen for the following
educational research project, is the Unidad Educativa Fiscal Mixta
Vicente Rocafuerte, located in Zona 8, Distrito 3, Circuito
04, Parroquia Urdaneta del Cantón
Guayaquil, Provincia del Guayas, año
escolar 2015-2016, being the principal object of this study the students of the
10th grade of the General Basic Education (EGB).
The Unidad Educativa Fiscal Mixta Vicente Rocafuerte, considered the first school of
Ecuador and South America founded under the name of Colegio del Guayas in
December 6th of 1841 at the request of the Governor of Guayaquil to the
president of Ecuador Juan Jose Flores. The 10 of December of 1900 was
granted by means of the legislative decree of the National Congress the name of
Colegio Nacional Vicente Rocafuerte.
Due to the quality of education that was provided in this prestigious
public education establishment, 13 students have until now become President of
the Republic of Ecuador.
In the educational field, the establishment where the present
research-educational project will be developed, has been selected in a very meticulous
way since it was decided to work with them based precisely on their record as
providers of future political that can lead our nation. Converting in this case the teaching of any
language (Gómez,
2015)
Turning this way the language as a weapon with which they can defend
themselves in a correct and precise way, being able nowadays in this globalized
world that language the foreign English language the weapon with which they can
be defended at world-wide level (Uribe,
2008), (Menéndez,
2006).
According to the above indicated and being a language teacher that
involves a number of moments in which the question is: Is better to teach only English or learn how
to teach English from the standpoint of the phonetics? The answer is simply,
because teaching vocabulary and grammar is easy, but teach using phonetics,
meaning this, the correct pronunciation and use of the oral expression, is a
deeper field. Since this point of view,
the present research study has been prepared, starting with science and
experimentation, by working directly, by observing the behavior of the students
within their classroom; not forgetting that they are exposed to various
factors, even the didactic one or the psychological and sociological in the
other side. The starting point of this study will be the didactic factor, which
is the one to which they are exposed in their daily classes (Glas,
2008), (Córdoba
Cubillo, Ramírez Salas, & Coto Keith, 2011).
All people, at the time of learning, have a diversity of influences that
are forming their criteria to discern what happens in their environment, be it
family, educational, work or social. Some of those influences are those that
allow each individual to have greater or lesser capacity of acceptance to learn
a new language. Given the growing "resistance", in many people,
existing for the learning of a second language, different from the native one,
one should look for methodological strategies that awaken the interest of
learning something foreign.
In the book of his authorship (Oliveras
Vilaseca, 2010, page 34), he pointed out that "people who come into
contact with a new language and a new culture are people with their own
cultural baggage, with an identity and a social status. "
A clear example of a change in status would be when a person lives in
their country and is a representative of the same, but when they leave for
another, they become an immigrant. This difference in culture influences how
each person sees the new culture, which entails that teaching - learning must correctly
amalgamate interculturality for the correct cognitive process of the new
language. In order for it to function properly, it must be respected and
adapted to the regulations in force in the country where it resides (Alcalá
& Lirola, 2008), (Córdoba
Cubillo et al., 2011).
According to the author (Moya Guijarro, 2013,
page 32) it indicates that: "it is not totally evident that a foreign
language is learned naturally, as the mother tongue and, on the other hand, we
believe to notice a certain cult to error in this approach or , at least, in
the practical applications that have been made of it ".
The aforementioned quote indicates that the way in which acquisition of
learning is carried out does not always depend on the native language used in a
country as a form of communication of their society, but also depends on the
audio-visual stimulation that is given. , referring to the language you want to
learn.
On the other hand, in his book refers to this topic, mentioning that:
"if you try to speak a foreign language properly, it could only be done
from a social perspective, from which if you I would accept immigration as a
defining quality. "
The given concept makes reference that a different language to the
native one can not be defined like foreign as well as
it can not be specified to the human being like
foreigner by the fact of not being original of a certain place. Such a
situation means that the teaching-learning process must intervene here as a
preponderant factor, due to the diversity of the educational and social
environment in each country (Álvarez-Diez,
2010), (Alcalá
& Lirola, 2008).
The desire is to achieve educational development in line with the type
of institution that is going to serve this proposal of educational project, due
to the enormous prestige since the curriculum which describes this school as
emblematic, where some of the most important Presidents of Ecuador had trained.
The exactly investigation context of this
problem is summarized in the key words of this study, and those will guide and
develop this research. All of them will
help this research to be consistent in every step of the evolution of the
problematic in order to arrive to the proposal given.
MATERIALS AND METHODS
The mixture of a quantitative
approach and qualitative scope make this project as a socio-critical
investigation.
POPULATION
AND SAMPLE
STRATUM: 990
RESULTS
Table. 1 Data analysis and interpretation. Survey to the students
|
|
No. |
Totally Disagree |
Disagree |
Indifferent |
Agree |
Totally Agree |
Total |
|
Statements |
|||||||
|
|
|||||||
|
1 |
The few or non-use of the ICT inside the
classroom creates an English boring environment. |
7 |
4 |
26 |
42 |
198 |
277 |
|
2 |
The creativity of the
English Teachers inside the classroom will be helpful to develop the oral
production skill of the students. |
7 |
6 |
40 |
69 |
155 |
277 |
|
3 |
The lack of vocabulary makes insecure
students. |
10 |
8 |
23 |
43 |
193 |
277 |
|
4 |
The use of a creative
DIDACTIC GUIDE will help the students with their oral production. |
13 |
10 |
33 |
49 |
172 |
277 |
|
5 |
The frequent use of dialogues within the
classroom develops the English language skills. |
2 |
17 |
35 |
90 |
133 |
277 |
|
6 |
The use of Linguistic rules
is completely necessary to improve the oral production skill. |
13 |
12 |
34 |
47 |
171 |
277 |
|
7 |
Since your experience, the drilling is a good method to
improve the oral production. |
5 |
17 |
35 |
80 |
140 |
277 |
|
8 |
Your English teacher uses
Effective Communicative Strategies to teach how to improve the oral
production skill. |
3 |
40 |
15 |
54 |
165 |
277 |
|
9 |
An appropriate vocabulary inside the
classrooms is important to acquire fluency in the oral production skill. |
11 |
13 |
19 |
76 |
158 |
277 |
|
10 |
Since your point of
view, is very important the motivation through the use of the CLIL*
teaching method inside the classroom to improve
the oral production skill. |
4 |
5 |
18 |
39 |
211 |
277 |
*CLIL (Content and Language Integrated
Learning)
Source: “Unidad Educativa Fiscal Mixta Vicente
Rocafuerte”.
Researcher: María
Victoria Martínez Cruz
Table
2. Chi square table
Due to the Pearson’s value is
less than 0.05, it is stated that there is a relationship between the
variables, meaning this, the Playful Techniques influence the quality of
Meaningful Learning.
Due to the Pearson’s value is
less than 0.05, it is stated that there is a relationship between the
variables, meaning this, the Playful Techniques influence the quality of
Meaningful Learning.
Doing
history over the study of English as a foreign language; up to now,
historically it is known that the learning process of the English language,
whatever has evolved in all skills, since the famous old direct method, through
the drillings or endless repetitions, up today, where rely primarily on the
Information Technology and Communication, called (TIC’s) for a favorable
teaching-learning process of English as a foreign language. After this little explanatory and overview of
the problem and in order to make of this a deep research work on the
aforementioned factors, the conclusion should shed us as teachers directly to,
what type of problems must be faced on in a near future, and the way in how we
will be prepared and handled any educational case not only professional,
intellectually but also technically too. To conclude this educational work, the
thought of the father of the psychology, Jean Piaget, will be of good support
and guide:
Children
should be able to do their own experimenting and their own research. Teachers,
of course, can guide them by providing appropriate materials, but the essential
thing is that in order for a child to understand something, he must construct
it himself, he must re-invent it. Every time we teach a child something, we
keep him from inventing it himself. On the other hand
that which we allow him to discover by himself will remain with him visibly for
the rest of his life.” (Piaget,
1970, p. 87)
Alcalá, F. D. R., & Lirola, M. M.
(2008). La comunicación oral del inglés en España: influencia de los aspectos
educativos y mediáticos en el éxito del aprendizaje, 13.
Álvarez-Diez. (2010). El inglés mejor a
edades tempranas. PEDAGOGÍA MAGNA, 5, 251-256.
Cadavid-Múnera, Quinchía-Ortiz, &
Díaz-Mosquera. (2009). Una propuesta holística de desarrollo profesional para
maestros de inglés de la básica primaria. Íkala, revista de lenguaje y
cultura, 14(21), 135-158.
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CONOCIMIENTO, 8.
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