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UNIVERSIDAD PEDAGOGICA DE EL SALVADOR EDUCATION SCHOOL

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AUDIOVISUAL AIDS II{FLUEI{CE ENGLISH PHOI{ETICS TAUGHT TEACHERES

OF

SEVENITH GRADE

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WORK TO OBTAIN THE

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EDUCACION II{ THE EI{GLISH LANIGUAGE SPECIALITY PRESENTED BY BARBARA JANET MERIN{O

SAN SALVADOR. APRIL

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UNIVERSIDAD PEDAGOGICA DE EL SALVADOR EDUCATIOยก{ SCHOOL

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ILUMINA Y LIBERA AUDIOVISUAL AIDS INFLUENCE IN ENGLISH PHONETICS TAUGHT BY TEACHERES OF SEVEI{TH GRADE IN MEJICANOS

GRADUATION WORK TO OBTAII\ THE DEGREE OF LICENCIATURA EN EDUCACION IN THE EI{GLISH LANGUAGE SPECIALITY PRESEI{TED BY BARBARA JANET ME,RII{O

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ADVISOR LICENCTADA IRMA CARBAT-,LO

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UI{IVERSIDAD PE,DAGOGICA DE EL SALVADOR EDUCATIOI{ SCHOOL

ILUMINA Y LIBERA RECTOR LTC. LUIS ALONSO APARICIO

DEAl\ CATALII\A MERII{O DE MACHUCA GENERAL SECRETARY

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DEDICATED TO

The alnlighty God, for guiding me during I lvas studying and for

living me the necessary strength to finish my career My Daughter: Wendy Lissethe Flores Merino My Son: Briand Edtrardo Flores l\Ierino

I knorv I stole them the time in order to devote time to finish mi career.

My parents vicente Adrian Marroquin Ramos and

Teresa

Merino.

My Brothers: Carlos Marroquin and Alex Marroquin My sisters: Blanca, Yanira, Norma, Rina and lrene'

I

My Teacher and Friend: Irma Carballo, thaks you for guiding me during the time

I

needed'

Biยกrbara Janet Merino

I

INDEX CONTENT I nder I ntroduction Chapter I STAMEÂĄ,{T OF THE PR.OBLENI I - I Âż\ntecedent | -2 Announcement of the problem I -3 Justification I -4 Factibiliq, I -5 Originality I -6 f)elirnitation | -7 Objectives 1.7.1 General

Page numben i

ii 1 I

2 3

1 +^ A +

5

L7.2 Specific

5

Chapter Itr THEORICAL FRAMEWORK II-I Historical Frame lI.2 Theories of Learning il.3 Ty'pes of Learning

6 7

Learning Learning Chainirig Association II.3.5 Multiple Discrimination II.3.6 Concept Learning il.4 Strategies of Learning ll.4.l Learnins Stratesies II.3.l

Signal 11.3.2 Stimulus -ltesponse i1,3.3 IL3.4 Verbal

9 9

9 9 9 10

l0 10

10 .1 iransf'e.".n.. and Intert'erence I I II.4.1 .2 Generalization and Sinrplification I I

II.4.l

IL5 Conrmunication Strategies ll.5.l Field Independence and Dependence 11.5.2 Ret'lectivity and lmpulsively II.5.3 Tolerance and Intolerance Ii.5.4 Broad and Narrorv Category Il.6 The Didactic Resources as Determinant

12

12 13 13 13

Process

13 Elemental in the English Learning II.6. I A brief History of Didactic Resources I 3 l4 11.6.2 The Importance of Audiovisual 11.6.3 The Effectiveness of the audiovisual

Aids

Resources

19

II.6.3.1 The Models are Optimum....... l9

II.6.3.2 Selection of Audiovisual Aids IL6.4 Didactic Resources Wittins the Educationai....

Chapter III METHODOLOGICAL FR{ME II L I Design of the Investigation IIL I. I The Research lll. 1 .2'I'he Population

.3

Sanrple Strategies II I.

1

l9 2t)

LItl

1) 1a

Ill.2 /.'.', Chapter IV ANALYSIS AND INTERPRETATTON OF THE INFORMATION 4 Chapter V CONCLUSIONS AND RECOMMENDATIONS J+ V- I CONCLLiSIONS V-2 RECON,lfuf ENDATIONS 36 -,r

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I

BLI OG I{APH I CAL REFERENCI:S

aa

JI

V-3 ANNIIXES

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II

!

INTRODUCTION This document contains the final report of the graduation work entitled ''AUDIOVISUAL AIDS INFLUENCE tN ENGLISH PHONETICS TAUGHT BY TEACHERS OF SEVENTH GRADE lN MEJICANOS", the main objective of

lhis research was to find out how the use of audiovisual aids improve the oral production in seventh

grade students of English in order to carry out

this

investigation, the area of Mejicanos was chosen two districts were picked up;

they are districts 0625 and 0626.This report consist of five chapter which go from the statement of the problem contained in chapter I to the conclusions and recommendations drawn from the research and which are exposed in chapter

V. The research will also find rich information about Theories of Learning and

the importance of audiovisual aids in the Teaching Learning of

English

Process. This information is the base of this graduation work and it is contained

in chapter ll; the Theoretical Framework. In order to carry out this research, several activities were necessary to be canied out. Among those activities are, visits to schools and interviewees to the principal and English Teacher from the chosen schools. The Methodology that was followed in order to collect all the necessary information is widely described in chapter lll; The Methodological Frame. Finally, the result of the visits are presented by means of tables and diagrams which are

-\

-|{

I I

located in chapter lV.

rl1

This report is the final product of very long hours of hard work but if at least one

'-i

! professional of the English Language finds something in it that may help to develop any improvement in the task of teaching English, all this hard work is worthy the effort.

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CHAPTER

I

STATEMENT OF THE PROBLEM

| -1

Antecedents The teaching of the English language in the public system of education has been studied from many different perspectives in many different times. The most important fact that has opened the door to many researchers is that it

is a well known phenomenon that students from public schools reach

a

very poor level of command of English after studying it at least 3 years in basic school.

This research intents to discover how audiovisual aids can influence the teaching of phonetics in junior high school- Phonetics in this case should not be understood as the discipline which studies the production of sounds

in human speech but as the level of precise pronunciation the students achieve in order to be understood more accurately in the target language.

The command of any language involves the ability to function in the four macro skills that surrounds the language. these are; listening, speaking, reading and writing. Scientifically, it has been proved that a person can not

produce (speaking) the sounds he can not differentiate (listening). Through

;\ I

many class observations it has been achieved the conclusion that the only

.| a

source

-or model- students more commonly have in the classroom is the

.l

{ I

teacher. lt has been also observed that most of the teachers in charge of

rl

teaching English have poor command of the language. lt is easy to reach to

i

the conclusion that their pronunciation is not the best model to imitate.

I I

|

-2. Announcement of the problem

Then, How Audio-Visual Aids can fill up this gap?

How Audio-Visual Aids can influence

the

production of better pronunciation in students of junior high and more specifically in students

of the seventh grade in

order

to

be

understood in the target language?.

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I

-3

JUSTIFICATION Many of the times, when teachers are asked about the importance of visual ards for the teaching task, their answers are that they are a very important

tool in the transmission of knowledge. However, when observed inside the

classroom it is very common to observe that the only visual resource they use in the progress of class is the blackboard. Audio resource are more scarcely used in spite of their importance in the teaching of a foreign language.

When teachers are asked about the absence of all this kind of important

tools in the classroom, the most common answer is that they are not supported neither by the MINED (Ministry of Education of El Salvador) nor by the principals of the schools.

It is necessary to emphasize the need of all kinds of audio-visual aids for the teaching of English and specially for the teaching of pronunciation. And most important of all, to make the teachers understand that to develop a good process of teaching and learning is not only a shared responsibility by

both MINED and principals but also by the teachers in charge of the subject matter. From this perspective, the teachers

of

English must

understand that, if they are not supported by the people or institution which

,t

must do so, they have to find the way to get the tools they need to make a

!

better job.

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|

-4

FACT|BIL|TY

The Factibility of this research are: Human resources, such as the researcher and school teachers material resources availability of existent bibliography related

to

in the sense of

audiovisual equipment, The

lnternet as a visual resource, documents and books available in libraries as support to the research. And enough financial resources as well.

I

-5

ORIGINALITY

There is no other research similar to this one in the level it will be carried

out. Besides,

it

provides specific material to teach English focusing the

correct teaching of the English Phonetics in seventh grade. In addition, There are suggested possible solutions to overcome the Engl¡sh Phonetics teaching in the English class in progress.

I

-6

DELIMITATION

The research will be carried out

in

Mejicanos, at the districts 0625 and

0626. In the district 0625 and 0606 consist of public and private schools

there 8 public schools located in district 0625 and 3 in 0626. From this

,,

number 5 schools will be chosen as follow:

From District

0625

a

Centro Escolar Reyno de Suecia, Centro Escolar

t I .f,

Canton San Roque and Centro Escolar Colonia San Ramón and from 0626

-

are Centro Escolar República de Uruguay and Centro Escolar

I

O

República

ü I

del Peú.

-

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I

.V.

1

-7.1 General

OBJECTIVES

ii

.

To determine how the use of Audio-Visual Aids in the public schools of

Mejicanos in Districts 0625 and 0626 the teaching of pronunciation improve the oral production in students of English. |

-7.2

Specific To find out what kinds of Audio-Visual Aids are available in the public schools from Mejicanos in Districts 0625 and 0626, and which of those resources are used for the tĂŠacher of English.

To find

out how often they are used by the teachers of English.

To find out the ability of the teachers to use audio-visual aids in the teaching of English.

To find out how much support English teachers in those schools have

from the school and the Ministry of Education authorities concerning to audiovisual aids to teach Enolish.

CHAPTER

II

THEORETICAL FRAMEWORK

ll

-1

Historical Frame Countries with advanced formal educational system could contribute a great

deal to the solution of structural problems in any society. An excellent educational level of

a country is based on the product of the teaching-

learning process in the classroom.

In El Salvador, the contact with developed countries has caused to turn the

searching

of new horizons. At the same time, it has caused the change

from a society based on agriculture to a society which is based its development on technology and industrialization.

The changes which began the year 1960 caused the introduction of the English language in the national system of education in 1961, and declared

the official foreign language to be taught in public schools during the educational reform of those years t.

English, as

a part of the scholastic curricula established the followino

objectives.

a.

to initiate and to intensify the knowledge of the English Language,

b. to initiate and to continue the ability of the usage of

.

t I

common

l.

I

expressions,

I il I

See

c.

to initiate and to intensify the basic elements of the Language,

¡

d

TO PRONOUNCE and to INTONATE ENGLISH CLEARLY,

a

La Reforma Educativa Salvadoreña di¡ección de Publicaciones. El Salvador 1975

fa

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e. to initiate

and to continue the formation of habits and attitudes2

From this, it is derived that English teachers under adequate conditions must teach the following:

a.

To expand Children's mental ability. Heidy Dulay has stated in her book Language Two3, that people who speak more than one language make

use of

a

more extended part of the brain than those who are

monolingual She states that "Psycholinguistics have found bilingual children were better

that

at learning tables than those who are

monolingual;

b. to understand the language,

revealing the students the structure of it

(Grammar), and giving him/her

a new perspective of the native

language,

c.

gradually expanding and depending of a foreign country, its geography,

history, social organization, literature and culture, and

as

a

consequence, a better perspective of the student's own culture and a

more enlightened nationalism through adjustment to the concept of differences between cultures.

L

-2

Theories of Learning.

Theories of learning are generalized in nature. They seek to explain globally

how people leam and what common characteristics are evident in all learning. Such theories do not account for the plethora of differing contexts

of learning, differences among individuals in the way they learn items, or differences within any one individual. While all exhibit human traits of '

Programas educativos-MlNED-El Salvadc,r

1^

, ' Dulay Heidy Language Two'Oriford University Press-USA 1982 pagina 10

learning, every individual approaches a problem or leams a set of facts or

organizes

a combination of feelings from a unique perspective. Two

theories of learning are:

The cognitive code theory states the fact that the learner brings to the task of learning an innate mental capacity. He or she brings perceptions

of relation and their unconscious formulation of the rules resulting from discovery of the structure and organization of new material and from their perception of the relationship with known material.

b.

Operant conditioning theory is based on experimentation indicating that

a stimulus and a response and that responses are shaped and strengthened or extinguished by the reinforcements or rewards which should always follow the learner's bonds can be forged between

response to stimulus. Such continuous association between stimulus

and response, followed immediately by confirmation of the learnefs correct response by a teacher, a tape, formation

of the habits

needed

a

record, etc, leads to the

for placing sounds and words in

appropriate arrangements.

Thus, in learning

a native language or a second language the above

theories are implied in language acquisition. In learning a native language

just the ability to make sounds is required, but the sounds take shape and become meaningful only through the constant hearing and repetition of those sounds which produce responses. In learning a second language is required the acquisition of.

a.

a definite set of habits. For example, the habit of articulating sounds in certain ways or of adding certain endings to words based on "rules" which have also been acquired and internalized,

b. c.

a stock of linguistic and cultural items, and

the ability to understand and create authentic utterances and connected

discourse

in the social and cultural

appropriate.

situations

in which they are

In language learning Robert GagnĂŠ identified different types of learning, strategies of learning, and styles of learning which are based on the above theories. Types of learning vary according to the content and subject matter to be learned.

ll

-3

Types of Learning.

ll -3.1 Signal-Learning.

The individual learns to make a general diffuse response to a signal. This is the classical conditioned response

of

Parlov". ln

language acquisition this means that signal learning occurs in the total language process: human oeings make a general response of some kind (emotional, cognitive, verbal or nonverbal) to language.

ll

-3.2 Stimulus-Response Learning.

The learner acquires a precise response to a discriminated response to a discriminated stimulus. What is learned is a connection or, in Skinnerian

terms,

a

discriminated operant, sometimes called an instrumental response". In language acquisition is evident the acquisition of the sound

system of a foreign language in which, through a process of conditioning and trial and enor, the learner makes closer and closer approximations to native like pronunciation. ll

-3.3 Chaining.

What is acquired is a chain of two or more stimulus-response connections.

The conditions for such learning have also been described by skinner.

Chaining is evident in the acquisition of phonological sequences.

ll -3.4 " Verbal Association.

Verbal association is the learning of chains that are verbal. Basically, the conditions resemble those for other chains. However, the presence of language in the human being makes this a special type because internal links may be selected from the individual's previously learned repertoire of

language". The fourth type of learning involves GagnĂŠ's distinction

between verbal and nonverbal chains, and is not really therefore a separate

type of language learning.

ll -.3.5 Multiple Discrimination.

The individual learns to make a number of different identifying responses to

many different stimuli

which may resemble each other in

physical

appearance to a greater or lesser degree. Although the learning of each stimuli-response connection is a simple occurrence, the connections tend to interfere with one anothe/'. In language acquisition this is evident when a

word has to take on several meanings, or a rule in the native language is reshaped to fit a second language context.

ll -.3.6 " Concept Leaming.

The learner acquires the ability to make a common response to a class of stimuli even though the individual members of that class may differ widely

from each other. The learner is able to make a response that identifies an entire class of objects or events". In language acquisition this means the notion that language and cognition are inextricably intenelated, also that

rules themselves, rules of syntax, rules

of

conversation are linguistic

concepts that have to be acquired.

U

4

Strategies of Learning.

GagnĂŠ's highest learning level identifies two categories of strategies. a leaming strategy and a communication strategy. They are connected to cognitive operating upon items, concepts, principles, and problems.

ll

4.1 Learning Strategies.

The terms of transfer, interference, generalization, and simplification have

been individualized

as

separate strategies. They are simply the

manifestations of one principle of learning and the interaction of previously leamed materialwith the present events in learning.

l0

1l

-4.1.1 Transference and Interference.

Transfer is considered to be the carry-over of any previous knowledge to subsequent learning. There are two types of transfers:

a. A positive transfer, which benefits the actual learning task; and b. A negative transfer, which occurs when any previous performance affects the learning task. A negative transfer can be referred to as interference, because it is the misconception of any leamed material and interferes with a subsequent one In the language teaching process,

the role of interference of the association of the native language on the target language is common. As a result, it is the most usual cognitive term as a source of error among second language learner.

ll -4.1.2 Generalization and Simplification.

children learn concepts trough expositions of the examples, in which children acquire examples,

a specific definition by learning to

distinguish different

a child who has been exposed to various kinds of animals

gradually acquires

a

generalized concept

of

animal, and

so on.

Simplification refers to the process of uncomplicating things and it is at the

same time meaningful learning, simplification is considered synonymous

to

of generalization, but simplification can be contrasted

be

with

complexification is needed to counteract oversimplification.

In second language acquisition, it is common to refer to overgeneralization

as a strategy that occurs as the second language learner acts within the target language. After some exposure to the target language, the learner

tends to over generalize within the target language. This is evident in English students.

1l

I

-:

Communication Strategies

l:mmunication strategies are attempts to express meaning in the target :^guage. The speaker must attend to the structure and the intention of the

-ierances of language to communicate in the target language. He or she I

i t I

t r I

^:ust consider the cognitive, affective, and linguistic set of the receptor, and

:'ganize meaning; then the student must rely upon whatever existing structure he or she possesses to effect that communication. The speaker Jtterances will vary from learner

to leamer, depending on the linguistic

-iaterial he or she had organiZed and can recall. In a proficient speaker, communication strategies will result in correct output in the target language rs most of

the utterances.

ll -5.1 Field Independence and Dependence.

A person who is field independent will be very successful in distinguishing parts from a whole to concentrate on something, and effectively, he or she

is more independent, competitive, and self confident. A field dependent person, on the other hand depends on the total field and tends to be more socialized, with his or her identity derived from persons around them. As a

consequence,

a second

language field dependent person will be very

successful in learning a second language because of his or her social outreach, and a field independent person will be very successful in his or her classroom activities because of his or her analytical characteristic.

ll -5.2 Reflectivity and lmpulsively.

A reflective learner, in the process of a second language acquisition, tends

to make fewer errors than an impulsive one since there is a tendency on his or her behald to gamble before a solution is achieved.

t2

This means that the foreign language teacher has to be very careful in the classroom when judging mistakes of an impulsive style. The teacher has to

avoid being too severe in his or her corrections. A reflective person needs patience on behalf of the foreign language teacher who must allow enough time for the student to oroduce the correct resoonse.

ll -5.3 Tolerance and Intolerance.

this refers to the degree of acceptance or rejection of ideas propositions. Tolerance because

it

is

important

in learning a second

and

language,

defines the learneis success during the teaching-learning

process of a language, intolerance is harmful in the classroom, since the student stagnates his progress in the acquisition of the second language.

ll 5.4 Broad and Narrow category.

Persons have

to

categorize items. Broad categorizes have better

opportunities in problem-solving than nanow categorizes because they tend to make mistakes in solving-problems in the target language.

ll -6 The Didactic Resources as Determinant Elements in the English Learning Process. ll -6.1 A Brief History of Didactic Resources.

The first didactic resources used as visual aids were solid cubes and spheres. Anibal Poncea

The eighteenth century, was known for its innovation in replaying oral communication with written communication as

a form of teaching. The

industrial revolution was favorable for introducing material to be taught in a a

Education and Kind's Finhtines 1983.

IJ

3nnted manner. Among the pioneers in this field, we found william Ralke, 'vho was against the wordy style of education and recommended showing

:clects before introducing the spoken word.

.iis studies were enriched by Juan Amos Komensk comenios oroneer

Another

in modern educational theories who brought democracy

into

education.

Comenius who wrote: gradual series

" The World of Children" was convinced that

a

of books, and supporting material were essential in the

:eaching learning process. New, new technological developments have been incorporated into the field of education among which we can mention:

ihe television set, the V.C.R. the tape recorder, the computer, the projector and others.

ll -6.2 The lmportance of Audiovisual Aids.

Throughout

the history of audiovisual aids, numerous authors

have

dedicated part of their lives investigating and communicating about them.

Among the

best are: Michael Japtef and

Edgar Dale6.

Dale concludes that in learning through experience different stages appear,

organized in the " cone of experiences" , as the author names it. These were divided as follows:

'TecnologĂ­a aplicada a la enseĂąanza 197.1 ' Audiorisuai methods in Teachine 19&.

t4

Base: at the base all are personal.

Top: at the peak all abstract and symbolical experiences are found as far away as possible from contact with the objects

Verbal Symbols Visuai Symbols Radio Recording Cinematography Television Exposition Camp Tour Demonstration Dramatrzed expenences Purposefu I direct expenences

:he Dale analysis considers that the cause of stimuli was elaborated taking

as the base the abstraction levels, that is to say from real direct experiences until those further from the presentation, or oral symbolization.

Then, it explains the contents of the Cone of Experience:

a.

Direct Experience contact with the phenomenon is the best way to know it, because it

is

known just as it is. The best way for a student to learn the phenomenon is for he/she to participate in the exposure of same; such as to produce

something and put it into effect.

b. Simulated

Experience:

When it is not possible for students to have direct experience with the phenomenon, it is necessary to apply other ways to approximate reality with it. For example in an exposition class of an eclipse, electric lamps

and spheres were used, these represent the starts and came to represent also a simulated eclipse.

c.

Dramatized Experiences: tries to learn a phenomena. Dramatization is the resource most used in the teaching of some subjects such as: Music, History and Literature.

tb

d.

Demonstration: This is a way of communication by which a student tries to explain with facts the development of an activity, these have a logic development in the exposure of a thesis.

e. Gamp

Tours:

These make easier the perception: cultural, physical, and social aspects

of a phenomenon difficult to explain in class. Camp tours

provide

students with the opportunity of observing some phenomena in a direct

way, at the same time they,initiate, and motivate, students are induced to enter into direct contact with some places, and after the experiences, developed authentic work in class. f.

Exposures: Singly, this resource gathers a series of samples, these can be either

industrial, artistical,

or natural

samples. They make comprehension

easier for students of a general topic. g. Television and Films

The television: this is an audiovisual resource, for some people maybe the best because it links image with sound, showing the reality lived out of school, and permitting students to observe it.

Films (or mobile projection)

'fhere are powerful resources in teaching, but on the contrary

to

television, these cannot show us the actual events. They allow students

to know distant places and facilitates the exposure of any topic. Films bring past events to the present which allow the easy development of historic facts.

tt

Permanent images

i.

radio and recordings: Permanent images. These can be pictures, images, slides or drawing, they help in a better development of a topic.

Radio.

J.

This makes the description of a phenomenon occur.ng at the moment, the trouble in this is that they can,t be seen.

k.

Recording

These are used in the teaching of language especially the target language, they are magnetic tapes, or discs and allow conservation on these tapes of past events, used in the present to make the class more authentic.

Visual Symbols:

Are represented by writing. These are schemes, maps, graphics and charts. m. Auditive or Oral Symbols.

They are represented in the word.

Examples: Radio, discs, and tapes are onry common vehicres for the expression.

Audiovisual aids are complementary material in all activities developed in the classroom, but many students had to confront the monotony of the blackboard. The root of this problem is that teachers do not have the necessary didactic resources to use auxiriary materiars in preparing their own specific material for such assígnments.

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Ilements such as: T.V, V.C.R. Tape recorder. Pictures, lmages, and others are elements that motivate students in class, for this reason it is Known that the conect application of didactic resources is important in

:re teaching learning process.

-^e following are some reasons why didactic resources should be used:

a : : : e

to make the development of the topics easier, theory and practice go together, :hrough these elements learning time diminishes, the leaming process becomes more attractive,

the acquisition of assimilation is easier, and the level of knowledge

is

rotorious.

'

:hey allow discussion in the classroom, and demonstrate student realities in a natural environment.

ll -6.3 The Effectiveness of the Audiovisual Resources: Some aspects are rmportant in the effectiveness of audiovisual resources for example: color, size and model.

a. Color: Colored material is fascinating because it permits

greater

attention. b

Size; The size of the objects as graphics presented is very important, because they make comprehension easier of the basic elements, and their conelations.

Model: This can be in agreement with the teaching necessities as different kinds of model machines with excellent functions.

ll -6.3.1 The Models are Optimum Teaching Resources for Determine Facts, and at the Same Time; They are Used For:

a.

Providing a vision of very distant objects, both in space and time.

b.

To show how a process develops.

c.

To overcome problems of size.

-6.3.2 Selection of Audiovisual Aids The selection of material requires above all knowledge of the specific 11

to

':: a I :actic resources help to obtain good results when applied conectly, it is -::â‚Źssary to select the material to be used, but the question is how?

--e lcllowing aspects can be mentioned.

: : : : : '

-eacher-student communication should be facilitated.

S:udent s attention should be incentivated f,sychical student characteristics, should be appropriate.

-eacher-student activities should be easier.

-ney should be natural and functional -ney should be an approach to methodology and reality.

-6,4 Didactic Resources Within the Educational Context =:.rcation can be defined as an external, and intemal development of ,rcwledge through heteroeducation (external influence that shapes the rdividual) and Autoeducation (individual shapes himself).

Education has a subject, the student, and an object caused by the formation and conservation of men as individuals, and also as a society

,:s time passed

by

/7

different forms of facilitating education have been

created and improved, but in spite of this it is known that we learn by using

the senses, and also the sensor experiences are completely involved in the process of teaching and learning.

Ricardo Nassift PedagogĂ?a General. 1974, pag. 26 20

CHAPTER III METHODOLOGICAL FRAME

lll

-

1. Design of the Investigation

lll -1.1 The Research In this investigation there not be variable manipulation, Consequently, it will be defined as a no experimental research. What is intended to do is to verify the existence or not of visual aid facilities in the schools which have been chosen for the research. As a result, it is necessary to develop a descriptive research. What is to be done is to visit the schools and to verify by means of questionnaires, interviews and observations the availability of

facilities and the frequency in which they are used by the teachers of English. Most important of all, to check how often the teachers use those

facilities

to

improve the pronunciation of the English language

in the

students they assist. More specifically, how often, the teachers develop classes with the help of audio visual aids to reinforce the pronunciation in

the students of seventh grade. In addition, it will be checked what the teacheis level of command of the language is and if it has any relationship with the use of audio visual aids.

The point is, if the teacher

is specialist of the language, he will feel the

strong necessity to use audio visual aids to develop his class. On the opposite, if he is not a specialist of the language it will be indifferent for him to use facilities or not in his classes.

2I

III

-2. STRATEGIES In order to collect valid data for the research, the following steps were

developed:

a.

visits to the Schools.

During these visits, the first step to follow is to present a letter to the principals and explain to them the objective of the visit. At the same time they will be inquired about the facilities they have in the schools for the

teaching of the English Language, a form was filled in.

b.

next, the principal and the researcher asked the seventh grade teachers

of English the help for both, fill in a check list and permission to observe classes.

c.

class observation,

d.

to analyze the information collected.

Âż-)

III _1.2. POPULATION The area that has been chosen for this investigation is located in Mejicanos. The Mejicanos educative community consists of 4 subareas called districts. The educative districts located in the area of Mejicanos are as follows District 06-25, District 06-26, District 06-27 and District 06-28 From these 4 districts 2 of them have been picked up for the matter

of this research, they are districts 06-25 and 06-26. Even though each districts consists of private schools and public ones, this research is based on observations carried out in public schools only.

III

-I.3.

SAMPLE

It has already been mentioned that the sample for this research is two districts picked up from the 4 located in Mejicanos.

Consequently the sample for this research consists

of 5

public

schools which are part of these two districts; they are:

Districts

Schools

n

San Roque

Located C. Ppal. Cantón San Roque, Mejicanos

06-25

C.E. Reino de Suecia

Canton Plan del Pito.

Mejicanos

San Ramón

Colonia Boquín Calle Ppal. Mejicanos.

C.E. Rep Otal. del

C. Ppal. Fte al ISSS

Uruguay

Zacamil.Mejicanos

C

E

República del Perú.

Col. Zacamil, Calle Ppal.

Y Avenida el

Mejicanos

Estacionamiento, Mejicanos.

22

CHAPTER IV

ANALYSIS AND INTERPRETATION OF THE INFORMATION This chapter presents in an organized form the data collected during the visits to the schools.

The following diagrams, tables and figures, portrait the findings during the visits.

The instruments used in order to collect the information can be seen in the annexes at the end of this reoort.

- -:stion 1 -:,ยก cften do you use audiovisual aid, in all the themes that you teach in English?

SNEVER ERARELY crSoMErlvES

F_llllAYx

ANSWER

]

i

I

l

# oF TEACHERS (FRECUENCY)

NEVER RARELY

SOMETIMES

4

ALWAYS

1

As it can be realized 80% of the interviewees answered they only SOMETIMES used audio visual aids in the development of the class. Only a 20% answered that they always did it.

a^

Question 2

-ow frequent do you make your proper audiovisual material?

i

E

NEVER

itr RARELY

i

i

tr SOMETIMES D ALWAYS

ANSWER

# oF TEACHERS (FRECUENCY)

NEVER RARELY

1

SOMETIMES

3

ALWAYS

1

,

60% Percent of the interviewees affirmed that they made their own audiovisual material, while a 20% stated that rarely or Always they made their own material.

25

-r'b

s:.en do you use audiovisual equipment.?

¿v70

0o/o

40o/o

E NEVER tr MRELY Ü SOMETIMES Ú ALWAYS

ANSWER

# oF TEACHERS (FRECUENCY)

)iEVER

¿

RARELY

?

SOM ETI

M

ES

1

ALWAYS

lt rs womsome the findings gotten through this question

4Oo/o

of the interviewees

stated that they never used audiovisual equipment for the development of the classes. A 40o/o stated that they do so though. The rest said that only sometimes they did.

zo

iffi il#Tffif,i i**iml

itlii sLl',r:'iii: ":'" t

..-

,*!.!

-

Question 4 How often does the ministry of Education provide ycur school with audiovisuar material?

0%

tr NEVER tr MRELY

ยก

SOMETIMES

N ALWAYS

20%

ANSWER

# oF TEACHERS (FRECUENCY)

NEVER

2

RARELY

1

SOM ETI

M

ES

?

ALWAYS

Through question number 4 it has been realized that in a 40% of the Schools the MINED has provided some facilities. Another 40% stated that they

are

never

provided by the MINED. The 20% stated that in very rare occasions they were provide by the MINED.

27

f,uestion 5 How often do you have to use tape recorder?

20%

0% i

N NEVER

Itr RARELY i

I SOMETIMES

iD

ANSWER

ALWAYS

# oF TEACHERS (FRECUENCY)

NEVER

RARELY

iSOMETIMES ALWAYS

4 1

Question number 5 develop that 80% percent of the teachers, sometimes used a tape recorder, while a 20o/o stated that they never do.

Question

€

i-s 3'3 ai:s:

How often ;s

audiovisual

exs:ession rn the students satisfactory, before using

N NEVER

tr RARELY B SOMETIMES

20%

! ALWAYS

ANSWER

# oF TEACHERS (FRECUENCY)

NEVER

3

RARELY

1

SOM ETI

M

ES

1

ALWAYS

Question 6 portraits that the oral production in the students was more satisfactory when using any audiovisual aid while the rest stated that oral production was not

satisfactory when the students were not exposed to audiovisual-facilities.

29

Question

-

How often ca _,a- ¿^z,23 Ine -nglish program to notice that you have to use

audiovisuai e

:sl

20%

tr NEVER rtr MRELY tr SOMETIMES

¡q4LWAYS

OU 70

ANSWER

# oF TEACHERS (FRECUENCY)

NEVER

1

l

RARELY

SOMETIMES

3

ALWAYS

1

In this question the teachers of the five schools stated the following : the 20% Never, 60% said Sometimes and 20o/o said that they Always analyze the English program to noticed that they have to used audiovisual aids.

30

Question

8

How often is t

d-.-::o

hear very well the sound of the tape recorder?

trññER--l E RARELY

n SOMETIMES tr ALWAYS

ANSWER

# oF TEACHERS (FRECUENCY)

NEVER

2

RARELY

1

SOMETIMES

1

ALWAYS

1

ln this question the teachers of the five schools stated the following

. 4lo/o Never,

20o/o Rarely,2O% Sometimes and 20o/o said Always was difficult to hear very well

the sound of the taoe recorder.

31

Question 9 How often is easy to understand the sounds when watching T.V.?

40%

60%

ANSWER

i] NEVER tr MRELY I a sourrMES

Lo4ry4\".

i

# oF TEACHERS (FRECUENCY)

NEVER RARELY

SOMETIMES

?

ALWAYS

3

In this question the teachers of the five schools stated the following : the 40%

Sometimes,6A% always was easy to understand the sound when watching T.V.

Question 10 How often do audiovisual aids influence in the oral expression?

tr NEVER it] MRELY ]

SOMETIMES

tr ALWAYS

80%

ANSWER

ยก

# oF TEACHERS (FRECUENCY)

NEVER RARELY SOMETIMES

t

ALWAYS

4

ln this question the teachers of the five schools stated the following

:

20%

Sometimes, 80o/o said always audiovisual aids influence the oral production in students.

CHAPTER V

CONCLUSION AND RECOMENDATIONS

/.1 CONCLUSTON

It is out of any kind of

argument the necessity

of diverse kinds of

audiovisuat aids in the teaching learning process of any subject matter. lt is through this kind of materials that students get closer a more concrete

iorm of any kind of knowledge. Consequently, it is a matter of concern to realize that in the few schools which were visited. most of the teachers

only trust or take the facilities that are provided by the institutions they work íor. lt has not been found any kind of creativíty which might drive to

the conclusion ihat when a ieacher is not provided with those facilities, helshe look for the way to obtain them.

Beginning with the fact that in most of the cases, the teachers in charge of the teaching of English are not good models to imiiate in ihe matter of

oral production, that fact drives to the other which is the necessity to have access to better models of oral production. Those models can be provided by audio or video tapes. Through this kind of materials, students could access to native pronunciation of the target language. I n addition, they might have access to diverse accents of people who speak English

as a native language. Somehow, this kind of expositions would turn easier the development of the listening skills. As a result, when students

are exposed to real production of the English Language, that u¡ould not represent any difficulty in the understanding of naiive speakers. That is

not so when students are only exposed to the classroom teachers dlvUEllÂĄ,.

!n conclusion, ihe use of a wide range of audiovisual aids is mandaiory in

any single English class. From this statement, it

is

worrysome that

neither the MINED nar the administration of the schools take an active

role in the acquisition of audiovisual aids. But that is not all, it is also worry some that must of the teachers adopt a very passive attitude towarcis the problem and n'lake the decision to only use boards, markers

or chalk, in whichever the case

is to.develop their classes.

What it is stated above can be enclosed in the following statements:

a. The Schools which vĂşere visited have scme facilities for development

of the

the

Teaching-Learning process. However, those

facilities are not only for the teaching of English but also for the teaching of all the subject matters contained in the whole curriculunr.

b. The MINED

does not provide any kind of audiovisual aids exclusively

for the teaching of English.

c.

Most of the teachers adopt an attitude of indifference to the lack of audio-visual aids making the decision to develop their classes only with the help of the board and chalk available and provided schools,

35

by

the

V

-2

RECOI'I! fbtEND ATr 3 NS

To the UPES

-:: - ': :---:- -q: ior Profesorados or Licenciaturas in the Engiish sg::: -2'.- : s-:;ect v..,hich might develop the attitude and

To

,nc

skills rn Íuiur¿ '.==---:--. ::..,a:d the creat¡on of audio visual aids To the Principais

a. To stop cc::: .^'J accui the lack of support by the MINED and to

'r3: '.: le: a:i kinds. of materials that might hetp the devefopmei'ii :í :^e Teaching-Learning process throughout the

find the

communlty helc

b. To pay special atte¡iion io the teaching of English and understand that

conscíously

ihe flnai results (satisfactory or not) in the command

of the target language by the students is a shared responsibility with the teacher.

To the teachers of English

To understand that most of the responsibility in the results (good or not)

at the end of the process is over his shouiders. lt is not enough to complain about the lack of support by either the principals or the MINED authorities, but it is mandatory for him to find a way out of the problem.

The teacher might coordinate not only with his students but also with the members of the community the way to obtain the necessary facilities to develop the process satisfactorily

36

BI BLIOG RAPH

ICAL REFERENCES

MlNlsrERlo DE EDUCACTON, Ley Generatde Educación Decretogl1 El

Salvador.

4,

gg4-t ggg.

Michael Apter,Audiovisual Methods in Teaching 1964, u.s.A. pag 24-3s Edgar Dale, Tecnología aplicada a ra Enseñ anza, usA 1 g74, pag 34,2s,46.

Wlliam Ralke, education and Kind's Figtrtings U.S.A 19g3.

Juan Amos Komensk comenius, The world of children 196g.

.

Ricardo Nassif , PedagogÍa General, 1g74pag26-29

.

Douglas Brown. Principles of Language Learning and reaching. usA 1ggo, Pag 81-98