Evaluation of the methodological strategies used in teaching english in first year of general baccal

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

Faculty of Education

"EVALUATION of the methodological strategies used in teaching English in first year of general baccalaureate level in both public and private institutions in the city of San Vicente"

GRADUATION WORK IN ORDER TO OBTAIN THE DEGREE OF BACHELOR IN EDUCATION SPECIALIZATION: ENGLISH

COMPILED BY: CARLOS ERNESTO ESCOTO UMAÑA. MARIA SOCORRO AL VARADO HENRIQUEZ. MARINA DE JESÚS MARTÍNEZ DE UMAÑA

SAN SALVADOR, ENERO 1999.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION

RECTOR:

B.A.LUIS ALONSO APARICIO

DEÁN:

B.A. FRANCISCO LARIOS

GENERAL SECRETARY:

ING. LUIS MARIO APARICIO.

SAN SALVADOR ENERO 1999

Acta No. 199

Mes: Diciembre

Año:

Mil novecientos noventa y ocho

En la Universidad Pedagógica de El Salvador, a las nueve horas del día doce de diciembre de mil novecientos noventa y ocho, siendo éstos el día y la hora señalados para la defensa de la tesis: "EVALUACION DE LAS ESTRATEGIAS METODOLOGICAS EN LA ENSEÑANZA DEL IDIOMA INGLES EN EL PRIMER AÑO DE BACHILLERATO GENERAL DE LAS INSTITUCIONES PUBLICAS Y PRIVADAS DE LAS CIUDAD DE SAN VICENTE", presentada por los estudiantes CARLOS ERNESTO ESCOTO UMAÑA, MARTA SOCORRO ALVARADO HENRIQUEZ Y MARINA DE JESUS MARTINEZ DE UMAÑA, para optar al grado de Licenciado en Educación, especialidad en Idioma Inglés, El tribunal estando presentes los interesados, después de haber deliberado sob e la defensa de su tesis, ACUERDA:

ACKNOWLEDGMENTS TO

Lic. Pedro Castellón for guiding this research work.

The authorities from UNIVERSIDAD PEDAGOGICA DE EL SALVADOR.

The Commitee who evaluated this study for the observations in order to have a better work.

The principals, teachers and students of the institutions where the research work took place.

___________________________ Marina de Jesús Martínez de Umaña

_________________________ Carlos Ernesto Escoto

______________________________ María Socorro Alvarado Henríquez

DEDICATED TO:

The Almighty Gold; We always believed that you could not leave us alone to realize our wishes of being professional persons.

The Virgen Mary for her hefp,

our parents,

our brothers and sisters, our classmates and friends.

INDEX PAGE INTRODUCTION ……………………………………………………………..

1

CHAPTER I. HISTORICAL FRAMEWORK ……………………………………….

3

2. Statement of the Problem ……………………………………

7

3. Delimitation …………………………………………………. 10 4. Justification ………………………………………………….. 11 5. General Objective ……………………………………………

13

7. Hypothesis …………………………………………………..

14

CHAPTER II THEORETICAL FRAMEWORK …………………………………...

1. Factors that influence the process of learning ………………

16 16

1. 1. Psychological factors …………………………………… 16 1.2. Personal needs ………………………………………….

17

1.3. Social factors ……………………………………………

17

2. Affective domain …………………………………………….

20

2.1. Attitude …………………………………………………

20

2.2. Motivation ………………………………………………

21

3. Brief summary of EFL methodologies ………………………

24

4. Techniques …………………………………………………..

27

4.1. Cooperative learning ………………………………….

27

CHAPTER III METHODOLOGICAL GUIDE ………………….……………………

32

1.1. Population………………………………………………….

33

1.2. The sample ………………………………………………… 33 2. Methods and techniques …………………………………………….

34

2.1. Activities ………………………………………………….

34

2.1. Technique of the work …………………………………….

35

CHAPTER IV DATA AND ANALYSIS INTERPRETATION ……………………..

36

1.1. The results of surveys made on students …………………

36

1.2. The results of surveys made on teachers ………………….

45

1.3. The results of surveys made on principals ………………..

52

1.4. The results of class observations ………………………….

58

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS …………………..

60

BIBLIOGRAPHY ……………………………………………………

64

ANNEXES

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INTRODUCTION

English is the language for worldwide communication more than for the scientific and technological usages. Its importance goes further than merely technological usages.

El Salvador is directly influenced by the United States of America in diverse fields: business, politics and technology to mention some a few, for this reason, proficiency in the English Language becomes an important tool for any class of professional.

In El Salvador, to study a foreign language is mandatory in its educational system. from seventh grade of middle school (Tercer ciclo) to the last year of high school, students have to study a foreign language (English only in middle school; French and English optional in high schools). However, in spite of students studying English for six years, the results are very unsatisfactory.

This report is based on a research of the causes of a lack of learning English in students of first year general baccalaureate in the area of the city of San Vicente, located sixty kilometers East of San Salvador.

This report contains five chapters which expose the data and other information collected during the time the research was carried out.

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It begins with the statement of the problem (Chapter 1) under the title Historical Framework. In this Chapter, a short history of other researches done on this respect is stated. Besides, the delimitation, justification and hypothesis of this work are also related in the chapter.

This report also contains a Theoretical Framework (Chapter II) where a short bibliographical research on the concepts related to this specific work is exposed. In addition, a description of the strategies and techniques used to collect the information required in this work is presented in chapter III.

In the next chapter (Chapter IV) an analysis and interpretation of all the data collected in the field of investigation is presented. Ending with some conclusions and recommendations that could help to overcome the barriers detected in the investigated problem. (Chapter V)

This report also contains questionnaires and other instruments needed to collect the data. They are presented at the end of the report as annexes, the bibliography consulted is also presented.

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CHAPTER I

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CHAPTER I

HISTORICAL FRAMEWORK

Education has been an important factor in the civilization of countries since the appearance of man. Nowadays, it has become an organized system which includes several aspects which somehow have modified the behavior of humanity.

The Salvadorean Educational System requires to be included in the pensum the study of a foreign language from seventh grade to last year of Baccalaureate.* Throughout the history of education in El Salvador there have been several reforms, whose purpose it was to improve the education of all Salvadorean people.

In 1915 a convention was celebrated in Santa Ana to organize the secondary level of the educational system. This convention established that the secondary level ought to have three years previous study before undertaking the studies of high school. In that study plan, English appeared as a compulsory subject.

________________________ In the 1997 reform baccalaureate level has two models: technical vocational with a duration of 3 year.

1)The general calling for 2 years only and 2) the

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Furthermore, thirty one years later, in 1946, a plan called "Basic Studies" was created .

This contained English as one of the subject included. In 1952, evening classes were initiated in which students had to study four years. English being included from second to fourth year but not in first.

In 1968, Licenciado Walter Beneke, Minister of Education, promoted another educational reform, the outcome of that reform was the creation of the "Diversified Baccalaureates", with periods of three and four years of study. These study plans had two classes of subject matters, common subjects and specialized subjects. One of the common subjects was English, with two class hours a week. Also the Baccalaureate in Business and Administration contained in its curriculum, Business English for one hour a week. At the same time, the "Tercer Ciclo" of Basic Education (middle school), was created, which included three years of study. In middle school study plans, two hours of English were included.

The present reform begun in 1991, has as its purpose the creation in the minds of students the necessary cognitive abilities to solee their problems and to confront their reality.

At present English is a. subject with three class hours a week, given from seventh grade to the last year of high school. Baccalaureate has two options: general, with two years of study; and technical vocational with three. Nevertheless, several problems about English teaching still persist.

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In an interview with the ex-scholar Lic. José Trinidad Galdámez Sáenz, we learnt that in 1969 there was no study of English as a specialized subject, there were only several courses given during vine months. The Ministry of Education considered that teachers who taught the subject did not have enough time to develop these courses. On the other hand, the students (future teachers) neither had enough time to acquire the language. Also these kinds of courses had a weakness regarding methods and techniques, these programs of English gave special emphasis to oral practice which is a vital factor in communication, but at the same time they neglected other fields, such as grammar and techniques for teaching and linguistics.

In 1972, the University of El Salvador offered for the first time in our country, the studies of "Profesorado de Educación Media'' for high school teachers in different fields.

Simultaneously, the Escuela Normal Superior was preparing teachers from different fields to work in high schools. All these events gave the English language a very strong impulse in our country.

In 1984, the Ministry of Education, conscious of the necessity for improving the teaching of the English Language, received important support from the United States Agency of International Development (USAID).

This agency started with support from the Scholarships Program for Peace (CAPS). In 1984 the Ministry of Education of El Salvador sent a group of English teachers to the United

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States, the purpose of this visit was for teachers to design, implement, develop and validate a new curriculum for the teaching of the English language.

In 1987, the Ministry of Education, sponsored by USAID, chose 15 teachers of English, to go to the University of Albuquerque, New Mexico, United States. The main objective here was to improve techniques and methodologies and create a new study program in accordance with our own culture. The stay in New Mexico was one year and, when they carne back, they were obligated to update the English program in official schools, but the Ministry of Education did not give any importance to this program, so as to make it work.

A new group of twenty five teachers of English were again sent in 1991. (This group were called the specialists), and were sponsored by the same Agency. Said group were chosen from some universities and several schools (private and official), who stayed in South Carolina, United States for vine months.

The purpose here was the same, on their return they had to create a new English program in accordance with our Salvadorean society, so as to improve the English teaching process of middle level education.

A third group of English teachers went to the United States for three months to receive training to support the program created by the group of twenty five specialists. The Ministry of Education this time supported the new program in two ways; first developing seminars for

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teachers of English who did not have the opportunity to go to the United States and second, increasing class hours from two to three per week.

In 1994, a pilot program was developed in fifty six official schools of elementary education (only in middle school level) with unsatisfactory results. The reason why the CAPS program failed, and did not obtain validity in the country, was according to Licenciado José Trinidad Galdámez: a) A lack of Economical support by the government. b) A lack of monitoring and fono«- up by the MINED.

2. STATEMENT OF THE PROBLEM.

English is one of the languages most spoken in the world, amongst others such as Italian, French, German, Spanish and Chinese. For business, technology, diplomacy and science, English is the language by which most people communicate. Nowadays, English is important in business, because people need to communicate in order to interchange merchandise around the world.

In terms of technology, in most cases, the latest advances in catalogues of machinery, appliances, tools, instruments are all written in English.

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Another important fact about English. is its use in science, for example: in medicine physicians must attend seminars and symposiums which in the majority of cases are dictated in English. Also printed materials about medicine are also written in English. This is the reason why physicians, among other professionals must at least know technical English.

Since English is so important, the educational system of El Salvador, has made it a compulsory subject from seventh grade of middle school to the last year of baccalaureate.

However, despite its importance, several researchers have found that the results in learning such an important language are not satisfactory by the end of high school.

LACK OF MOTIVATION IN STUDENTS.

It is a well-known fact that most students show a high level of motivation when they begin English classes in seventh grade. Nevertheless, as time passes said motivation diminishes greatly, to such a point that when students are in eighth, ninth and higher levels they no longer want to study English.

The importance of weak or strong motivation of English students in the English learning process makes life easy or difficult in the classroom also the motivation of the students is a crucial factor in the learning process, which is ignored unless it presents problem POOR TECHNIQUES AND STRATEGIES.

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The most difficult aspects to be overcome in the English teaching process are the poor techniques and strategies. It is important to consider that if this problem exists, it is because most teachers of English face many limitations such as: a lack of bibliography and the lack of adequate didactical materials, making it impo ssible to apply good strategies to guide the English teaching process.

A LACK OF ENGLISH TEACHERS.

In the Salvadorean society there is a deficiency of bilingual teachers which negatively affects the learning process. A bilingual teacher must dominate both languages: Spanish and English, besides, he/she has to know the possible interferences caused by similarities in sounds between both languages.

As a conclusion, we can state that a lack of interest on behalf of the teacher in charge of the subject to attend the training courses offered by the Ministry of Education, a lack of basic teaching materials. a deficient knowledge of modem teaching techniques and their correct application during the educative process, and a lack of official study programs, affect the whole teaching learning process.

The effectiveness of the English teaching process in official and private schools in El Salvador, in particular where the research is going to be carried out, depend s on the overcoming of the factors already mentioned.

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3. DELIMITATION.

The research is going to be carried out in San Vicente a city located sixty kilometers East of San Salvador.

The official and private schools considered for the research are:

OFFICIAL SCHOOLS. - Instituto Nacional "Dr. Sarbelio Navarrete" founded in 1948.

- Instituto Nacional "Prof. Justo Cardoza" Penitenciería Oriental de San Vicente, founded in 1997.

PRIVATE SCHOOLS. - Colegio Técnico Cultural "José Napoleón Rodríguez", founded in 1988.

- Liceo "Divino Niño" founded in 1992.

- Colegio Evangélico, founded in 1995.

The population taken into account were students of first year of general baccalaureate in the morning group and the research was carried out during the first term of the 1998 school year.

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4. JUSTIFICATION

English is considered to be important in worldwide communication, more than for the scientific and technological usages. It has become a necessary tool for any professional, in any field, who wants to achieve a successful role in our society. The best time to learn or become proficient in any language is at an early stage of life, as at this time people Nave their articulation organs in process of development, therefore from this, we can be conclude that it is easier to leam or acquire a second language during childhood.

We consider that in order to provide a strong impulse to EFL teaching (Enálish as a Foreign Language) in El Salvador, it is necessary to overcome some of the limitations already discovered by previous researchers. For example:  a lack of trained teachers,  a lack of appropriate bibliography,  a lack of adequate didactical material and,  a lack of official programs for EFL.

It is well known by many educators that in order to achieve satisfactory results in an educational process, it is necessary to apply the appropriate methodological activities. That is to say the use of the right techniques and strategies that may make the learning process in the students easier. Considering what has already been stated, it is necessary to evaluate the

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methodological strategies used by teachers of English working in first year of general baccalaureate in both public and private schools in the city of San Vicente. This city has been selected because it is where the researchers Nave been working so far.

In addition it is mandatory, to carry out this investigation for the following reasons: a)

It is necessary to impulse new methodologies to teach the subject in accordance with the necessities of the students in this particular area.

b) Nobody has until now, carried out such a task.

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5. GENERAL OBJECTIVE

To determine how the use (or misuse) of adequate techniques of the English teacher and strategies for the English teaching process affect motivation in students of first year of general baccalaureate in private and official high schools in the city of San Vicente.

SPECIFIC OBJECTIVES.

a)

To investigate the techniques and strategies that teachers of English used to motivate students in class through surveys and direct observation of classes.

b) To evaluate if techniques and strategies applied for teachers of English in the classroom are achieving the objectives stated in the program of English of each institution.

c)

To determine the learning of achievement the English language in students of first year of general baccalaureate.

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6. HYPOTHESIS

SPECIFIC OBJECTIVE.

To demonstrate, by means of this research, that inadequate learning in students of English is a product of inadequate methodological strategies used by the teachers of the subject.

Hl. Inadequate learning by students is a result of inadequate methodological strategies applied by the English teachers.

Ho. There is no relationship between inadequate learning by students and the inadequate methodological strategies.

Iv. Methodological strategies.

Dv. Inadequate leaming.

SPECIFIC OBJECTIVE:

To determine how motivation affects student learning.

H2.

The learning of the students' English is a result of the motivation during classes.

Ho.

The learning of students' English Language uses little or nothing to do with

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motivation. v.

Motivation

Dv.

Learning.

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CHAPTER II

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CHAPTER II

THEORETICAL FRAMEWORK 1. FACTORS THAT INFLUENCE THE PROCESS OF LEARNING.

According to Cheryl L. Champeau* (Revista FORUM volume XXVII, number 3, July 1989) the language teacher should Nave access to three main types of information about students: psychological, personal, and social factors. Regarding the psychological factors, there are three areas of particular importance: scheme, cognitive style. and affective factors.

1.1 PSYCHOLOGICAL FACTORS

These factors will help the teacher determine the average level of the class and identify which students may peed extra work to bring them up to this level, and which students are already beyond it and could therefore better employ their time on more advanced projects Brainstorming is also a particularly good technique for increasing self-esteem and confidence among students who may be slow in English but very good in their specialty. The needs of the students constitutes a second source of information for the teacher. _______________________________ Cowel Newton Anne. Forum, a Journal for the teacher of English outside. The United States. Washington D.C. September 1972. V. X

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1.2. PERSONAL NEEDS.

It is important for the teacher to discuss the needs of the students for two main reasons: a)

This will help the teacher to select and present materials in the most appropriate way.

b) By voicing their needs, students will clarify them in their own minds and be able to formulate realistic, concrete goals to work towards.

But the students to whom the teacher should specially focus on are those who are there only to earn credits for graduation. The teacher must help those students to see the practical benefits of language study for them as individuals and what they can realistically expect to obtain from the teaching process.

1.3. SOCIAL FACTORS The social factors, states teacher Champeau de Lรณpez,* are the third m.ajor type of vital information for the teacher. In addition, knowledge about the social and cultural environments surroundings the language being taught, the teacher should also be aovare of important factors in the social environment of the students that might affect their learning .

There are two levels in which this social environment may influence language learning. The first level refers to the ______________________ * Idem.

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society as a whole from which the student comes or in which the student lives. The second level of social factor refers to the social individual environment of each student.

Psychological factors such as attitudes and self-images are largely influenced by the people closest to us: family, friends, and professional colleagues, many of our values and goals are also reflections of those held by the reference groups to which we belong.

According to Cheryl Champeau de Lรณpez, the teacher should collect information from the students in each of the following three main areas: a)

The teacher should select the most appropriate materials, based specially on the needs of the students and their cognitive levels (scheme).

b)

The teacher should decide on the wav of presenting these materials, keeping in mind the cognitive styles of the students.

c)

Mrs. Cheryl Champeau de Lรณpez says that the teacher should create a classroom atmosphere conductive to learning in order to create this environment in which students feel secure and motivated toward learning. The teacher must be aware of the affective factors and social factors that might influence the students.

In conclusion, it is evident that the role of the language teacher today is not as simple as it once was. Every day researches are discovering new factors that may play a part in language learning. Today, knowledge of the linguistic structure of the language is only one of the requirements of a good language teacher.

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Teachers should also have a broad background knowledge of the social environment that influences their students, different pedagogical techniques, social and cultural aspects of the language being taught, and techniques for diagnosing certain psychological characteristics of learners.

On the other hand a language is much more than a list of vocabulary and sets of grammar rules, and language learning is not simply a matter of acquiring a system of linguistic formulas. For Mrs. Cheryl Champeau de Lรณpez, language is a form of communication among individuals in a specific social context. But even more than that, language is a way of thinking and of processing information, it is a symbol of a culture and personal identity.

This new increased responsibility for language learning does not fall entirely on the teacher. The student must also assume more responsibility for the learning process. Now, the student is not simply a passive receptacle into which the teacher pour knowledge, he must participate actively in the learning process, in the final analysis it is the learner who must assimilate the language and allow it to become part of himself/herself. Teachers must only facilitate this process.

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2. AFFECIVE DOMAIN

According to Patricia A. Richard Amato* (Making it Happen pag. 54-59), the attitudes and personal strategies for acquiring knowledge that the learners bring to the classroom determine whether or not, the fact of learning takes place.

There are three main factors that affect the teaching learning process, such as: attitudes, motivation, and the level of anxiety.

2.1. ATTITUDE

Is a state of mind or feeling, with regard to a person. attitudes develop as a result of experience between teacher and students and also, altitudes are influenced by people in the social environment.

The researchers consider that the most important fact is the attitude of the teacher toward the student and toward his/her profession at the level of baccalaureate.

______________________________ *Richard Amato, Patricia A. Making it Happen. la. Edicion. 1988.

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As an example, unless there is a total lack of comprehension on the pan of the other students, a learner, particularly a timid one - should not be interrupted and corrected when he/she is expressing himself/herself. (the teacher may make a mental note of an error and give the necessary corrective practice, either generally or individually at another time).

On the other hand, when mutual respect in the classroom is lacking, different values can meet head on, conflicts are likely to develop between students and teacher and between students and peers.

2.2. MOTIVATION In the teaching-leaming process it is very important lo stimulate the interest in students and reinforce motivation lo learn something new.

For Patricia A. Richard-Amato* motivation is probably the most often used catch-all term for explaining the success or failure of virtually any complex task. It is easy to figure that success in a task is due simply lo the fact that someone is "motivated", it is easy in second language learning lo claim that a learner will be successful with the proper motivation. Such claims are of course not erroneous, for countless studies and experiments in human learning have shown

________________ *Idem.

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that motivation is a key to learning.

For Professor Lamberts,* motivation is divided in two parts: instrumental and integrative motivation.

INSTRUMENTAL MOTIVATION

Refers to the learner's desire to acquire the language as an instrument of communication, which may lead to better grades in school, to better paid employment, and to upward social mobility.

INTEGRATIVE MOTIVATION

Refers to the learner's desire to be accepted by the speakers of the foreign language and to identify with them. In several places throughout the world, however, integrative motivation is difficult to achieve.

_________________________ *Idem.

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The teacher Marv Finochiaro* distinguished two kinds of motivation: a) Extrinsic Motivation: refers to when the learner wishes to integrate with the culture.

Generally the extrinsic motivation becomes intrinsic motivation. b) Intrinsic Motivation: when the learner experiences a feeling of security and achievement as a result of successful performance.

2.3. LEVEL OF ANXIETY

According to Doctor D. H. Brown,* there are two kinds of anxiety: treat anxiety (a predisposition toward feeling anxious) and states of anxiety (anxiety produced by a reaction to a specific situation). However, in general, it appears that a lowered anxiety level is related to

proficiency in the target language. He also distinguishes between anxiety which is debilitative and that which is facilitative.

Whether the anxiety is an aid or hindrance often depends upon the degree which causes the person to be lethargic where a small amount might bring the individual to an optimal state of alertness.

_____________________ * Idem.

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3. BRIEF SUMMARY OF EFL METHODOLOGY

It is well known that a good teacher has to apply the correct methodology in order to lead a successful teaching learning process. According to several researchers, the best methodology to apply in this process in the English language of course, is the Eclectic Method, because it has different techniques from different methods such as: Total Physical Response, Natural Approach, Communicative Approach. Silent Way, Direct Method, Suggestopedia, Cooperative Learning, Audio Lingual Method. All or any one might give better results in the process.

3.1. TOTAL PHYSICAL RESPONSE (T. P. R.)

This method involves giving a series of commands to which the students respond physically. The imperatives are designed to bring the target language alive by making it comprehensible and at the lame time fun. The cognitive process of language acquisition is synchronized and practically facilitated by the movements of the body.

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3.2. NATURAL APPROACH.

The students acquire the new language in the same form they learnt their mother tongue. The teacher uses authentical material, so the students are taken from a silent period, in which there is enough information that is easy to learn, to the time the students are getting ready to speak.

3.3. COMMUNICATIVE APPROACH

The ability to communicate in the English teaching learning process is more important than the linguistic ability. The students work in small groups using the technique of conversation, developing communicative activities in wich the students can practice.

3.4. SILENT WAY

The students learn the language in a silent way through the association of sound and a graph of colors, and thus are responsible for their own learning. The cards and graphics are mainly used to improve vocabulary and change the real material that was presented animals, scenes and situations.

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3.5. DIRECT METHOD The students communicate with each other and the teacher should direct their activities.

3.6. SUGGESTOPEDIA The teacher gives the students in the classroom a particular environment, with music, readings or games.

3.7. COOPERATIVE LEARNING This method is based on techniques that promote work in groups, getting everybody to participate.

3.8. AUDIO LINGUAL METHOD The teacher shows models of imitation. Also the vocabulary and structures are shown through dialogues. These methods take students to a real environment, where they can be lively persons.*

*_____________________________ It was not the purpose to give the information about methodology. (See the official Program of Middle School of Basic Educaciรณn , Ministry of Education).

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4. TECHNIQUES

Techniques include the logical presentation and practice of linguistic items, which belong together, in a context or situation that the teacher has prepared in advance. Moreover, there should be greater emphasis in the four things the teaching learning process of English has to practice, such as: listening, speaking, reading and writing; and for practicing linguistic elements within these skills from the first day of class.

The most important emphasis should be given to the lexicon and structures that students need in order to talk about their environment, their needs, their desires and other matters relevant to them.

4.1 COOPERATIVE LEARNING.

According to Webster's Riverside Dictionary, learning is to acquire knowledge, understanding or mastering, by study or experience. Nowadays there is a management technique which provides the teacher with a better way to improve learning. This technique is the cooperative learning, which has as its principal aim to increase the academical

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deficiency and also for students to help other students within groups in an effort to reach goals.

Patricia A. Richard Amato* (Making it Happen), states that in cooperative learning there is an interdependence established among the students in each group as they arrive for the achievement of group or individual objectives, this technique strives for both behaviourism and humanism. On the other hand, it frequently offers group regard (in the form of points of grades). As its prime motivation; on the other hand, it urges students to develop more fully their own individual identities while expecting those of others. It must be remembered however, that the students should be cognitively able to handle challenges in any situation in which the teacher wishes to incorporate them.

According to the handout Aprendizaje Colaborador, cooperative learning is a teaching strategy used for:

- Increasing academical achievements; - improving interpersonal relationships; - developing abilities to solve problems in groups; - promoting the democratic process in the classroom.

Amato, Patricia, Richord A. Amato, Making it Happen. 1ÂŞ. Edicion. 1988.

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The result of studies made on cooperative learning (Slavin* 1983) indicates great potencial for some aspects of the method to improve academic success.

4.1.1 TYPES OF COOPERATIVE LEARNING.

Kagan *(1981) describes five types of cooperative learning.

a) Peer tutoring.- Team mates teach other simple concepts. b) Jigsaw.- Each member of the group is given the chief responsability for a specific portion of the learning unit. c) Cooperative Projects.- The members of the group work together to complete a group project such as presentation of a composition or art. d) Cooperative Interaction.- Students work as a unit to learn, however, there is no group grade received. Each member of the group is graded individually even though completion of the unit (lab experiment, panel discussion, or a dramatic presentation) requires a cooperative effort.

________________________ Idem. *Idem.

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e) Cooperative/individualized - Students work alone on a particular assignment or project, but their progress contributes to a group grade. They may help each other, so that each can achieve the best possible result.

Cooperative learning can be effective at many age levels, from elementary through adult; and also can be used in both second and foreign language teaching situations. There are some teaching strategies which are effective in achieving a good cooperative learning.

4.1.2. THE ROLE OF THE TEACHER.

His or her particular role in cooperative learning is as an Organizer of the subjects, students, and materials. The chosen subjects Nave to be of a special interest for the student and they have to be didactical adequated for the level of the group.

The teacher has to explain clearly the task and the process of evaluation. It is very important that the students feel satisfied with the task, and the instructions of the work have to be given in a written form to avoid any kind of confusion.

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4.1.3. THE ROLE OF THE STUDENT

* The students within a group become teacher - learners. They are responsible for the success of their group. Some skills that students Nave lo reach in a group are: lo be active, lo be responsible, cooperative and affectionate in order to work in an harmonious way.

4.1.4. DIDACTICAL MATERIAL

* The didactical material is an important source of information for teachers and students because without it. Itwould be impossible to work in a cooperative learning process.

4.1.5. EVALUATION PROCESS

* This last strategy shows the student needs feedback about what he has learned. This evaluation process can last throughout the whole teaching process.

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CHAPTER III

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CHAPTER III

METHODOLOGICAL GUIDE.

This is a descriptive study of the phenomenon, made with the purpose of finding some aspects of educative reality in schools of the city of San Vicente . The main goal was to analyze the methodological strategies applied for teachers of English during the process of EFL teaching. By means of this study, it is intended to draw conclusions an d form recommendations, that might contribute in improving the EFL teaching-learning process in both official and private schools.

In this investigation, it was necessary to use the scientific method, which allowed the analyses of reality from an objective point of view through its own instruments, such as the questionnaire for example. This investigation was made through direct and indirect contact with the phenomenon being studied. Through it, it is intended to establish the level of learning of the English language in students of first year of general baccalaureate in official and public schools in the city of San Vicente.

33

To collect the needed data some instruments were applied. For example, students were observed during English classes in which an instrument called Guide of class observation was used, in order lo collect the data in an honest way, questionnaires were applied lo students, teachers of English and principals.

1.1 POPULATION

The universe for this investigation is formed as follows: a.

Students registered in first year of general baccalaureate in official and private schools in the city of San Vicente.

b.

The group of teachers who teach English as a subject al this level.

c.

The principals who supervise the educational process in the official and private schools studied.

1.2 THE SAMPLE.

A sample of ten students were selected at random, which had lo be all registered legally in a section of first year of general baccalaureate in the morning group in official and private schools of the city of San Vicente.

34

Considering that principals and teachers of English were few, it was decided to test the whole population in order to give more validity to the research.

2. METHODS AND TECHNIQUES

The analysis and interpretation of data were elaborated specially for the particular area where the research was carried out. However, the purpose of this research is for the obtained results to be applied to the total population of students in first year of general baccalaureate in any school of El Salvador if required.

2.1 ACTIVITIES.

To achieve the aims of the investigation, the following process was followed: a.

Questionnaires for students were presented as a pilot test for validity and reliability,

b.

It was observed how the teachers developed the English classes,

c.

Questionnaires for principals, teachers and students were prepared,

d.

The schools were visited to apply questionnaires to principals, teachers and students,

e.

The obtained data was analysed and interpreted,

f.

Conclusions and recommendations were formed.

35

2.2. TECHNIQUES.

The data was collected as follows:

- Classes were observed, - The questionnaires were applied to students, teachers of English and principals.

- Interviews were carried out on teachers, principals and students.

1

CHAPTER IV

36

CHAPTER IV DATA ANALYSIS AND INTERPRETATION.

To obtain the data, a sample of sixty members from the total number was taken to whom surveys were evaluated, fifty were chosen at random from the students, five by teachers and five by principals of the schools chosen for this purpose.

1.1 RESULTS OF THE SURVEYS MADE ON STUDENTS

Table number 1 Question number 1 Do you feel motivated in the English class?

DATA

N

%

YES

39

78

NO

11

22

TOTAL

50

100

The majority of students (78%) said that they felt motivated in the English class; and the rest (22%) did not feel motivated.

37

Table number 2 Question number 2

Would you like to learn how to speak the English Language?

DATA

N

%

YES

49

98

NO

1

2

TOTAL

50

100

98% of the students expressed that they would like to learn to speak English and the other 2% would not.

38

Table number 3.

Question number 3

Do you use a textbook in your English class?

DATA

N

%

YES

38

76

NO

12

24

TOTAL

50

100

76% use a textbook and 24% do not.

39

Table number 4

Question number 4

Does your English teacher make you speak English?

DATA

N

%

YES

45

90

NO

5

10

TOTAL

50

100

90% of students said that their teacher made them speak English and 10% said no.

40

Table number 5

Question number 5

Do you consider that you learn English from the way your teacher teaches?

DATA

N

%

YES

39

78

NO

11

22

TOTAL

50

100

To this question 78% of students answered affirmatively and 22% answered negatively.

41

Table number 6

Question number 6

Does your English teacher evaluate you frequently?

DATA

N

%

YES

40

80

NO

10

20

TOTAL

50

100

80% of students expressed that the teacher evaluated them frequently and 20% said that they were not evaluated frequently.

42

Table number 7

Question number 7

Do you think that English subject is related to other subjects?

DATA

N

%

YES

22

44

NO

28

56

TOTAL

50

100

44% considered that there is a relationship among other subjects and English; and 56% of them no.

43

Table Number 8

Question number 8

Do you feel satisfied with the grade obtained in English?

DATA

N

%

YES

33

66

NO

17

34

TOTAL

50

100

To this question 66% of students felt satisfied and 34% did not feel satisfied with their grades in English.

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Table number 9

Question number 9

Does your English teacher use audio visual material (VHS, TV, slide projector) in your English classes?

DATA

N

%

YES

0

0

NO

50

100

TOTAL

50

100

The whole population said that the English teachers did not use audio visual material in English classes.

45

1.2. THE RESULTS OF THE SURVEY MADE ON TEACHERS OF ENGLISH.

In order to know the academic grade of the teachers of English, the researchers asked each teacher in questionnaire, and the results were:

Table number 10

DATA

N

%

English bachelor

1

20

English teachers

2

40

Others

2

40

TOTAL

5

100

This chart shows that 20% have a Bachelor degree in English, 40% are graduated English teachers and the other 40% have a degree in other specialties.

46

Table number 11 Question number 11 Which of the following textbooks do you use in the English class?

DATA

N

%

Follow the Leader

4

80

Basic English

0

0

Spectrum

0

0

Robert Lado

1

20

None

0

0

TOTAL

5

100

In question number one 80% of teacher used the textbook Follow the Leader by Reynaldo Aquino, and 20% used de English Series by Robert Lado.

47

Table number 12 Question number 2 Why do you use the textbook that you have chosen?

DATA

N

%

It is easy to comprehend

3

60

It has abundant exercises

0

0

2

40

0

0

Other

0

0

TOTAL

5

100

Lets students communicate each other It is within students economical capacity

In question number 2, 60% of the teachers of English expressed that they have chosen the textbook because it is easy to comprehend; the other 40% said that they used I because it lets students communicate with each other.

48

Table number 13 Question number 3 Which of the following methods do you use frequently in your class?

DATA

N

%

Grammar

2

40

Translation

1

20

Silent Way

0

0

Audio-lingual

0

0

Coomunicative approach

2

40

Suggestopedia

0

0

Others

0

0

TOTAL

5

100

Question number 3 supported the fact that 40% of teachers of English use the Grammar method and 20% use the Translation method, while a further 40% use the Communicative Approach.

49

Table number 14 Question number 4 Which of the following strategies do you more frequently to motivate students in class?

DATA

N

%

Dialogues

2

40

Songs

1

20

Games

1

20

Audio visual aids

1

20

Group work

0

0

Others

0

0

TOTAL

5

100

40% use dialogues; 20% use songs, 20% use audio visual aids and 20% use games as a methodological strategy to motivate the students.

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Table number 15 Question number 5 How frequently to you develop these methodological steps in class: Warm up, activity, wrap up, evaluation, feed back?

DATA

N

%

Always

2

40

Often

3

60

Sometimes

0

0

Never

0

0

TOTAL

5

100

In question number 5, 40% answered that they developed the methodological steps always and 60% often.

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Table number 16 Question number 6

What is the percentage of academicals success reached in the English class based on the objectives stated in your own programs?

DATA

N

%

25-50

0

0

50-70

1

20

70-80

4

80

80-90

0

0

90-100

0

0

TOTAL

5

100

In question 6, one teacher answered that he reaches between 50 and 70 percent of the objectives stated. Four to them said that they reached between 70 and 80 percent.

52

1.3 THE RESULTS OF THE SURVEYS MADE ON PRINCIPALS.

Table number 17

Question number 1

How frequently do you observe the English Class?

DATA

N

%

WEEKLY

2

40

MONTHLY

2

40

EACH TERM

1

20

TOTAL

5

100

To this question, two principal said that they observed the classes weekly; two observed them monthly, and one, once in a term.

53

Table number 18

Question number 2.

How frequently do you check the lesson plans?

DATA

N

%

WEEKLY

0

0

MONTHLY

0

0

EACH TERM

5

100

TOTAL

5

100

To question two, all five principals answered that they checked the lesson plans each term.

54

Table number 19 Question number 3 What kind of motivational techniques have you observed in the English class?

DATA

N

%

DIALOGUES

2

40

SONGS

1

20

GAMES

0

0

AUDIO-VISUAL

1

20

GROUP WORK

1

20

TOTAL

5

100

AIDS

To this question two principals had observed the technique that the teacher of English used dialogues to motivate the students, one mentions songs, one visual – aids and one used group work.

55

Table number 20

Question number 4

What kind of participation do you have in the selection of the English textbooks for the English class, and other didactical materials?

DATA

N

%

SUGGESTION

3

60

NONE

2

40

TOTAL

5

100

Three of the principals mentioned that they give just suggestions to the English teacher to select the textbook; and the others do not have any participation.

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Table number 21

Question number 5

Does the English teacher use visual aids in the English class?

DATA

N

%

YES

3

60

NO

2

40

TOTAL

5

100

To this question three of the principal expressed that the teacher of English used audio – visual material and two said that they do not have any kind of material in the school.

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Table number 22

Question number 6

Do you think that the methodological strategies used by the teacher of English are in accordance with the necessities of the student?

DATA

N

%

YES

5

100

NO

0

0

TOTAL

5

100

All principal expressed that the English teacher was using the correct methodological strategies.

58

1.4. THE RESULTS OF CLASS OBSERVATION.

Before administrating the surveys, a class was observed, also, an interview was given to the teacher of English, the results of these activities were as follows:

 Three of the teachers who were observed were doing a review of a topic already studied in a previous class through oral questions.  One of the teachers was observed stimulating students with expressions like: "you did excellent."  No didactical material was observed.  No motivational techniques or activities were observed during the class.  In order to have a more accurate idea about the proficiency of the English language, some questions were asked in English, to which three of the teachers had had the opportunity of being in the United States for five or six years. That is why they speak English fluently.

The other two teachers are teaching it because the principal assigned them to teach the subject, even though this is not their speciality. They said thev have taken English courses, but they think that this was not enough to understand the questions easily and neither to speak it with fluency. Their speciality is social science.  After the class observation, a difference was seen among some answers to the differerent questionnaires. As an example, in question number four for teachers, and number three, for

59

Principals, concerning audio visual aids, three of the principals expressed that the teachers used audio visual materials, but the total population of students said that the teachers did not use them. Also in question number fine for principals, on motivational techniques, two principals answered that the teacher of English used group work and pone of the teacher mentioned the group work in their teaching techniques.

According to this, it can be concluded that they were not giving sincere answers in most cases. There is a strong divorce between what was stated by teachers, by principals and what vas observed in the real environment when observations took place.

1

CHAPTER V

60

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS.

CONCLUSIONS.

A. According to the data collected, a close relationship can be seen between what was stated in the hypothesis and what is in reality taking place in the school where the investigation took place.

B. English is a subject which has poor support from the Ministry of Education, up to now there is not even an official program to teach the English subject.

C. One of the main reasons why teachers of English do not use adequate didactical material is because it is too expensive.

D. There is a lack of seminars, training of teachers and other activities directed to improve the EFL teaching learning process in the area of San Vicente specifically, and in all schools of El Salvador in general.

61

E. No motivation exists to create English laboratories, libraries or societies of parents or students to promote interest in the English language.

F. Most students think that English as a subject is not related with any other subject.

G. In questions about methodological strategies, it was observed that there is a poor application of methodological strategies to motivate students. According to our observation it was discovered that the teacher in most cases used the same strategies: dialogues and songs.

H. Most teachers teaching English are not graduated in the specialty of English.

62

RECOMENDATIONS. A. To the Ministry of Education.

To develop a plan to be carried out for teachers of English to improve the methodology for the teaching learning process.

To make English a compulsory subject from kinder garden to the last year of baccalaureate.

B. To principals.

To support the teacher of English in the selection of didactical material.

To observe the English class more frequently so as to give the opportunity to principals to make suggestions to the teacher of English.

C. To the teacher of English.

To keep up to date with new means and techniques for teaching EFL. To try to learn the language well and teach it fluently.

To use a variety of methodological strategies to make the students to acquire the new language more efficiently.

To stimulate students to collaborate in making cheap didactical material that is available to them: (out of calendars, posters, magazines, newspapers, natural resources, etc.)

To try to provide a relationshiq between other subjects and English.

To carry out a self autoevaluation on his/her professional teaching skills.

63

D. To students.

To improve their learning of English through reading, songs, games and poems.

To recognize that English is important in real life.

To try to buy at least a cheap English textbook and dictionary.

E. To Parents.

To buy the necessary material for the English class.

To collaborate with the teacher by checking learning and homework.

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BIBLIOGRAPHICAL REFERENCES  Aquí El Salvador. Departamento de Relaciones Públicas de Casa Presidencial. Imprenta Nacional, San Salvador 1966.

 Amato Patricia, A. Richard. Making it Happen. la Edición 1983  Cowel Newton, Anne. FORUM, A Journal for the Teacher of English outside The United States. Washington D.C. Volume X, September, 1972 No. 5 pag. 3

 Volume XIV, Januan-. 1976 No. 1 pag. 2  Volume XIV, April. 1976 No. 2 pags. 2  Instituto para el Desarrollo Internacional; Universidad de Harvard. La Educación en El Salvador de cara al Siglo XXI. Desafíos y oportunidades. UCA Editores, 1995.

 Kreimerman, Nonna. Métodos de Investigación para Tesis y Trabajos semestrales.

Editorial Trillas, 38. Edición 1990, Mexico D.F.

 Kriedler, Carol J. Visual Aids. For teaching English to speakers of other languages.

Center for applied linguistics, 1965. Washington D.C. pags, 3-6.

 Lemke, Donald A. Nuevos pasos hacia 'un Currículo Flexible. Libros para estimular cambios educativos. UNESCO - OPEALC. 1986.

 Ministerio de Educación, Dirección Nacional de Educación. Programa de Estudios de Inglés de Tercer Ciclo de Educación Básica. Dirección de Diseño de Currículo. Nueva San Salvador, 1994.

65

 Norman, David, Levihn Ulf. Hendenquist Tan Andere. Communicative Ideas. Language Teaching Publications, Commercial Colour Press, London, 1986.

 Ramírez Morales, Jorge. Plan de Trabajo Final de Investigación para análisis Tipo Cuantitativo. Ministerio de Educación, República de Costa Rica. Editorial PECMIS, 1990.

 Rojas Soriano, Raúl. Guía para Realizar Investigaciones sociales. Universidad Autónoma de Mexico. VII Edición, 1982.

 Tamayo y Tamayo, Mario. Metodología Formal de la Investigación Científica. Editorial Limusa. Grupo Noriega Editores México 1993.

ANNEXES

Table Number 1

The chart present each of the school with their corresponding number of English teachers and students in first year of general baccalaureate investigated.

TEACHERS OF ENGLISH

STUDENTS OF FIRST YEAR OF GENERAL BACCALAUREATE

INSTITUTO NACIONAL DR SARBELIO NAVARRETE

1

90

INSTITUTO NACIONAL DR. JUSTO CARDOZA

1

34

LICEO DIVINO NIÑO

1

45

INSTITUTO TECNICO CULTURAL JOSE NAPOLEON RODRÍGUEZ

1

15

COLEGIO EVANGELICO

1

17

TOTAL

5

201

HIGH SCHOOLS OF SAN VICENTE

Almost tan average of 40 students per teacher. Far too many.

Table Number 2

This chart presents the official and private schools, with the number of students and the percentage according to the number of students of each school.

SCHOOLS

STUDENTS

PERCENTAGE

INSTITUTO NACIONAL DR SARBELIO NAVARRETE

10

11.10 %

INSTITUTO NACIONAL PROF. JUSTO CARDOZA

10

29.40 %

LICEO DIVINO NIÑO

10

22.20 %

INSTITUTO TECNICO CULTURAL JOSE NAPOLEON RODRÍGUEZ

10

66.60 %

COLEGIO EVANGELICO

10

58.80 %

TOTAL

50

24.87 %

This chart presents the official and private schools investigated in which fifty students were taken at random.

CUESTIONARIO PARA EL DIRECTOR DEL CENTRO EDUCATIVO.

NOTA: El siguiente cuestionario será utilizado únicamente para recolectar datos acerca de la enseñanza del idioma inglés. Por favor conteste con sinceridad no tendrá ninguna consecuencia negativa ni para su persona ni en su profesión ni para su institución

1.

¿Con qué frecuencia observa las clases de inglés? a) Semanalmente.____

2.

b) Mensualmente____

c) Cada período____.

¿Con qué frecuencia revisa las planificaciones hechas por el profesor de inglés? a) Semanalmente____

b) Mensualmente____

c) Cada período____.

3.

¿Qué técnicas de motivación ha observado en la clase de inglés?

4.

¿Qué participación tiene usted en la selección del libro de texto utilizado en las clases de inglés

5.

¿Hace uso de material audio-visual el profesor de inglés? _____________________.

6.

¿Considera que las estrategias metodológicas empleadas por el profesor de inglés están adaptadas a las necesidades de los estudiantes?___________________.

GRACIAS POR SU COLABORACIÓN.

QUESTIONNAIRE FOR ENGLISH TEACHERS NOTE: The following questionnaire will be used to obtain information about teaching the English subject. Please answer sincerely. It will Nave no any negative consequence for you neither in your professional field.

I . Which of the following textbooks do you use in the English class? a) Follow the Leader (by Reinaldo Aquino) b) Basic English (by Ricardo Mendez) c) Spectrum. d) English Series by Roben Lado. e) None 2. Why do you use this textbook? a) It is easy to comprehend. b) It has abundant exercises. c) Lets students communicate with each other. d) It is within students economical capacitty e) Others.

3. Which of the following methods do you use frequently in your class? a) Grammar b) Translation. c) Silent wav d) Audio-lingual. e) Communicative approach. f) Suggestopedia g) Others.

4. Which of the following strategies do you use more frequently to motĂ­vate students in class? a) Dialogues. b) Songs. c) Games. d) Audio-visual Aids. e) Group Work. f) Others.

5. ÂżHow frequently do you develop these steps in class: warm up, activity, wrape up, evaluation, feed back? a) Al ways b) Often c) Sometimes. d) Never.

6- What is the percentage of academicals success reached in the English class based on the objectives stated in your own programs?

a) 25%-50% b) 50°%-70% c) 70%-80% d) 80%-90% e) 90%-100%.

Thank you for your cooperation.

CUESTIONARIO PARA EL ALUMNO.

NOTA: El siguiente cuestionario está orientado a recopilar información acerca de la metodología usada en clases de inglés. Por favor conteste con sinceridad; puede estar seguro que no tendrá consecuencias negativas para usted.

1) ¿Te sientes motivado en la clase de inglés?

Si _____ No______ 2) ¿Te gustaría aprender a hablar inglés?

Si______ No ______ 3) ¿Utilizas libro de texto en la clase de inglés?

Si______ No______ 4) ¿Te hace hablar inglés tu profesor?

Si______ No______ 5) ¿Consideras que aprendes inglés así como tu profesor te enseña?

Si______ No______ 6) ¿Te evalúa constantemente tu profesor de inglés?

Si______ No______ 7) ¿Crees que la clase de inglés está relacionada con las demás asignaturas?

Si______ No______ 8) ¿Te sientes satisfecho con las notas obtenidas en la asignatura de inglés?

Si______ No______ 9) ¿Utiliza material audio-visual(TV, VHS, retroproyector... ) tu maestro de inglés durante la clase?

Si______ No______

GRACIAS POR COLABORARNOS.

BASIC TERMINOLOGY.

ATTITUDE:

An internal disposition that is shown in the behaviour according to people events, opinions and theories. Mental position with regard to a fact or state.

CAPS:

Scholarships Program for Peace

COMPULSORY: Employing or excerting compulsion, coersive.

EFL:

English as a Foreign Language.

EDUCATIVE REFORM:

Any of those educative transformations which implies

changes that affect the educative system. In this research, there are mentioned four periods of transformations 1984, 1985. 1989 the 1994 up date are mentioned HIGH SCHOOLS: Secondary schools that include grades ninth or tenth through twelfth o or grades seventh through twelfth.

LEARNING:

Knowledge or skill acquired by instruction or study. To acquire knowledge or understanding, or mastering by study or experience.

To acquire knowledge about something through study or experience.

It is an action to learn an art or occupation, and also the acquisition of new behaviour through an adaptation process .

METHODOLOGICAL STRATEGIES: A careful plan or method in which rules and postulates are employed by a discipline.

METHODOLOGY: A body of methods, rules and postulates employed by a discipline: a particular procedure or set of procedures.

The analysis of the principles or procedures of inquiry in a particular field The system of principies and procedures applied to a science or discipline.

The branch of logic dealing with the general principles of the formatĂ­on of knowledge .

MOTIVATION:

Is commonly thought of as an inner drive impulse, emotion or desire that moves one to a particular action. Is the desire or the interest for something that sprouts inside human beings.

MINED:

Ministry of Education.

OFFICIAL SCHOOLS: These are under the responsibility of the nations government providing the support.

PRIVATE SCHOOLS:

All educative institutions controlled by a particular person or group, but not by the government.

STRATEGY:

The art or skill of using stratagems as in education.

TECHNIQUE

The systematic procedure by which a complex or scientific task is accomplished.

It is a whole set of rules of systematization for the improvement, facilitation or safety at work:

USAID:

United States Agency, for International Developed.