The didactic resources as determinant elements in the english learning process at the pedagogical of

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACION

102 899

ILUMINA Y LIBERA

THE DIDACTIC RESOURCES AS DETERMINANT ELEMENTS IN THE ENGLISH LEARNING PROCESS AT THE PEDAGOGICAL UNIVERSITY OF EL SALVADOR

GRADUATION WORK PRESENTED BY: MARIA ALICIA SORIANO GODOFREDO MARTINEZ MELENDEZ IRMA ELENA ROJAS ESPINOZA THESIS CONSULTANT LIC. IAN ARMSTRONG MCKAY TO OBTAIN THE DEGREE OF LICENCIATURA EN CIENCIAS DE LA EDUCACION ESPECIALIDAD EN IDIOMA INGLES

JULIO DE 1999

SAN SALVADOR EL SALVADOR CENTROAMERICA

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACU TAD DE EDUCACION

102 899

LIC. LUIS ALONSO APARICIO OSEGUEDA RECTOR

LIC. FRANCISCO MARIANO LARIOS AZUCENA DEAN

ING. LUIS MARIO APARICIO GUZMAN GENERAL SECRETARY

SAN SALVADOR EL SALVADOR CENTROAMERICA

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR 7a. Avenida Norte No. 421 San Salvador, El Salvador, C.A

Tels: 222-5052, 271-0173, 281-1768 281-1769, 281-1770 Fax: 222-5052

____________________________________________________________________________________________________ ILUMINA Y LIBERA

102 839

Acta No.______

Mes: JULIO

Año; Mil novecientos noventa y nueve

En la Universidad Pedagógica de El Salvador, a las diez horas del día veintitrés de Julio de mil novecientos noventa y nueve, siendo éstos el día y la hora señalados para la defensa de la tesis: "RECURSOS DIDÁCTICOS COMO ELEMENTOS DETERMINANTES EN EL PROCESO DE APRENDIZAJE DEL IDIOMA INGLES", presentada por las estudiantes GODOFREDO MARTÍNEZ MELENDEZ, IRMA ELENA ROJAS ESPINOZA Y MARÍA ALICIA SORIANO, para optar al grado de Licenciados en Educación, especialidad en Idioma Inglés. E! tribunal estando presentes los interesados, después de haber deliberado sobre la defensa de su tesis, ACUERDA:

ACKNOWLEDGEMENTS TO:

-

LIC. IAN ARMSTRONG MCKAY: WHO HAS PROVIDED US WTTH HIS TIME, COMPREHENSION, AND PATIENCE DURING THIS RESEARCH WORK.

-

LIC. IRMA CARBALLO DE AGRERA: FOR

HER

INCONDITIONAL

HELP,

ADVICE,

FRIENDSHIP,

AND

COMPREHENSION AT ALL TIMES.

-

THE AUTHORITIES FROM THE PEDAGOGICAL UNIVERSITY OF EL SALVADOR

- TEACHERS, STUDENTS AND FRENOS.

ALICIA

GODOFREDO

IRMA

ACKNOWLEDGEMENTS TO:

- I WANT TO GIVE THANKS GOD FOR ILLUMINATING MY UNIVERSITY STUDIES.

- TO MY PARENTS JUAN FRANCISCO BARRERA AND JUANA SORIANO TO MOTIVATE ME TO CONTINUE MY CAREER AND ALSO UNDERSTAND ME. THANKS A LOT.

- TO MY BROTHERS AND SISTERS WHO SUPPORTED ME, HELPED ME AND FROM WHOMIRECEIVED THEIR LOVE AND COMPREHENSION.

- TO MY NEPHEWS FOR GIVING ME THEIR LOVE.

- TO MY CLASSMATES AND FRIENDS.

MARIA ALICIA SORIANO

ACKNOWLEDGEMENTS TO:

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MYGOD: THE PRINCIPAL BEING WHO IS WITH ME IN EVERY PHASE OF MY LIFE AND MAKES ME POSSIBLE GET ONE OF MY PRINCIPAL GOALS, FOR GIVDSTG ME EVERYTHING INEED TO SUCCED IN THIS WORK.

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IN MEMORY OF MY DEAR FATHER: WHO WAS THE INCENTIVE AND STRENGTH IN MY STUDIES FOR TEACHING ME THE CORRECT WAY TO ACHIEVE MY GOALS.

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MY BELOVED MOTHER: WITH GRATITUDE FOR HER LOVE, PATIENCE, COMPREHENSION AND HELP WITH HER PRAYERS.

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MY BROTHERS AND SISTERS: FOR THEIR MORAL SUPPORT ENCOURAGING ME TO CARRY OUT THIS WORK.

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MYNEPHEWS: FOR SHARING WITH ME THIS ACHIEVEMENT.

-

MY PARTNERS AND FRENOS ALICIA AND GODOFREDO.

IRMA ELENA ROJAS ESPINOZA

ACKNOWLEDGEMENTS TO:

-

I WANT TO GIVE THANKS TO ALMIGHTHY GOD WHO HAS PERMITED ME EVERYTHING. HE RECEIVES ALL GRACE AND TRIBUTE AND FOR THE FULFILMENT OF BLESSINGIN MY LIFE.

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THANKS TO MY MOTHER MARÍA ESTEBANA MARTÍNEZ FOR HER LOVE, UNDESTANDING AND FOR ALL HER SACRIFICE WTTH THE HELP THATIHAVE RECEIVED.

-

TO MY BROTHERS AND SISTERS FOR THEIR SUPPORT, HELPING ME IN ALL THE MOMENTS.

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TO MY THESIS PARTNERS MARÍA ALICIA SORIANO AND IRMA ROJAS. THEY HAVE WORKED WITH ME IN THIS GRADUATION PROCESS AND FOR GIVING ME THEIR SINCERE FRDENDSHIP.

GODOFREDO MARTINEZ MELENDEZ

INDEX

INTRODUCTION

PAGE

CHAPTERI THE RESEARCH PROBLEM 1.0 STATEMENT OF THE PROBLEM

1

2.0 DELIMITATION OF THE PROBLEM

4

3.0 JUSTIFICATION OF THE RESEARCH

5

4.0 OBJECTIVES OF THE RESEARCH

6

4.1 GENERAL OBJECTIVE

6

4.2 SPECIFIC OBJECTIVES

6

CHAPTER II THEORETICAL FRAMEWORK 1.0 LEARNING 1.1 THE TEACHING LEARNING PROCESS

1.2 TECHNIQUES FOR THE TEACHING LANGUAGE

2.0 DIDACTIC RESOURCES

7 8 8 11

2.1 A BRIEF H1STORY OF DIDACTIC RESOURCES

12

2.2 THE IMPORTANCE OF AUDIOVISUAL AIDS

12

2.3 THE EFFECTIVENESS OF THE AUDIOVISUAL RESOURCES

17

2.4 SELECTION OF AUDIOVISUAL AIDS

17

2.5 DIDACTIC RESOURCES WITHIN THE EDUCATIONAL CONTEXT

18

2.6 HOW TO TEACH A FOREIGN LANGUAGE BY USING APPROPRIATE DIDACTIC RESOURCES

20

2.7 CLASSIFICATION OF DIDACTIC RESOURCES

21

2.7.1 PICTURES

22

2.7.2 THE BLACKBOARD

22

2.7.3 ROTAFOLIO

23

2.7.4 FLANNEL COVERED EASEL

24

2.7.5 THE OVERHEAD PROJECTOR

25

2.7.6 MOVIES AND FILMS

25

2.7.7 TAPERECORDER

26

2.7.8 TELEVISIÓN

27

2.7.8.1 THE ORIGIN OF TELEVISIÓN

27

2.7.8.2 DIRECT USE OF TELEVISIÓN

28

2.7.9 THE V.C.R

29

2.7.10 THE LANGUAGE LABORATORY

32

CHAPTERIII SYSTEM OF HYPOTHESES 1.0 GENERAL HYPOTHESIS

36

1.1 SPECIFIC HYPOTHESES

36

1.2 EFFECTIVENESS OF THE VARIABLES AND INDICATORS

37

CHAPTER IV METHODOLOGY OF THE RESEARCH 1.0 TYPE OF RESEARCH

39

2.0 TECHNIQUES OF THE RESEARCH

40

2.1 THE RESEARCH TECHNIQUE

40

2.2 INTERVIEWS

40

2.3 OBSERVATIONS

40

3.0 THE RESEARCH INSTRUMENT

41

4.0 POPULATION AND SAMPLE

41

4.1 POPULATION

41

4.2 SAMPLE

42

CHAPTER V

ANALYSIS AND INTERPRETATION OF RESULTS

43

1.0 PRESENTATION AND INTERPRETATION OF THE INFORMATION

44

CHAPTER VI CONCLUSIONS AND SUGGESTIONS 1.0 CONCLUSIONS

60

2.0 SUGGESTIONS

62

DEFINITION OF BASIC TERMS

63

REFERENCES

64

ANNEXES ANNEX A ANNEX B ANNEX C ANNEX D ANNEX E ANNEX F ANNEX G ANNEX H

INTRODUCTION

The present document, contains information gathered with the purpose to show the importance of the use of the didactic resources in the teaching learning process of a target language, in this case English Language.

This research is organized in six chapters:

Chapter I

covers the general background of the didactic resources used in the

teaching learning process at the Pedagogical University of El Salvador.

Chapter II covers the general information concerning to the didactic resources in the teaching learning process.

Chapter III contains the general hypothesis and sub hypotheses in reference to didactic resources in the application to the teaching learning process.

Chapter IV

describes the techniques and instruments used in the study to collect

information about the current didactic resources being used.

Chapter V includes an analysis and interpretation of the obtained data.

Chapter VI describes the conclusions and established proposed recommendations.

At the end it includes References and several annexes that contains complementary information.

The researchers hope the suggestions proposed will be used to teach and learn English, considering as determinant elements the didactic resources.

CHAPTER I THE PROBLEM RESEARCH

1.0 STATEMENT OF THE PROBLEM The salvadorean educational system at University level has improved its requirements over these last years, concerning the teaching learning process of a foreign language, in this case English. Since 1961, French was substituted for English in the national educative system at junior and high school levels. Several modifications and requirements have taken part in the development of learning English to make this process direct and objective.

Didactic resources play an important role during the teaching learning process. At university level, the requirements are even higher, thus creating in students a complete mastery of the target language, however, in some students the achieved proficiency is still being low.

The problem of this document is based on the importance of the didactic resources as determinant elements in the learning of the English language at the Pedagogical University of El Salvador.

The following ideas are based on observations that led to identify the statement with the following characteristics:

One of the most serious problems concerning the didactic resources possessed by the

Pedagogical University is that they are not being used appropriately by some of the teachers in their classes. They are just using a direct methodology, and the only helper resources are: Oral expositions, blackboard and chalk.

1

In many cases these didactic resources have been erroneously applied. An example of this is when the teacher operated the T.V, V.C.R, to show movies, documentaries, entertainment programs and others and he/she takes up all the transmission time with this material without any previous introduction on what he/she is going to show to the students. This provide a boring and tedious class.

Besides some classrooms are not suitable for these kinds of events. Many interferences do not permit students to concentrate on this kind of activity, increasing even more the aforementioned tedious working day for these apparatus, such as T.V, V.C.R, Overhead projector, and the Tape-recorder. There is no specific and permanent room in the U.P.E.S for their use. Students of a foreign language have to move in accordance with the place they are going to receive their classes.

At the beginning of every term, one of the requirements at UPES consists of that the teacher has to prepare a study program for the subject matter that he/she is going to teach. In particular, in the foreign language department of the U.P.E.S not all the teachers give this program to students at the beginning of the term. Those who do give out this program, are not necessarily going to use some specific objectives in determined classes during the whole term.

Another observation is that the U.P.E.S doesn't allow students access to University resources out of class-time. When the teacher wants to use these resources he has to make a previous request stating the date and time that it is going to be used to the supervisor in charge, as a result the process of learning through the use of didactic resources is even more deficient.

2

Besides, the U.P.E.S has no maintenance techniques for these resources to be put in better use. It can be mentioned: the language laboratory, which does not have this kind of maintenance, consequently its units such as: monitor, headphones, and others many times are out of order. It makes impossible for some students to get a quality pronunciation. After considering all the stated above it is necessary to clarify that there is no permanent supervision from the university to know whether or not the didactic resources are being applied correctly and efficiently. Didactic resources are the principal bases in learning a foreign language as they substitute a reality, and bring it nearer to an objective truth. In the area of language, pictures or images are favorable during the learning period, audiovisual gains from didactic resources contribute to a direct relationship between the students and the target language.

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2.0

DELIMITATION OF THE PROBLEM

Through this research it wants to prove in a direct way, the importance that possesses the didactic resources in the teaching-learning process of English Language.

It has been directed to students of the Pedagogical University of El Salvador who are taking a teaching degree in the specialty of English as a foreign language.

The geographical area is the metropolitan area of San Salvador in which the Pedagogical University of El Salvador is situated.

Lective year: 1998.

By means of this research, it is known the opinion of the students about how determinant is the use of the didactic resources in the teaching-learning process of English Language in the Pedagogical university of El Salvador.

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3.0 JUSTIFICATION OF THE RESEARCH

The didactic resources are considered determinant in the teaching learning process of the English Language. The U.P.E.S has these resources with the purpose of making comprehension and assimilation of the foreign language better. As long as they are well used, they will provide good results.

If the resources were applied constantly in every class, the deficiency of the students would be less. Also by applying these resources, the development of every session would be easier.

Learning a target language demands above all frequent practice if you’re preparing to be an excellent speaker. It is necessary, therefore, to have many instruments at hand to acquire skills in conversation.

Learning a foreign language consists of different steps being followed. For this reason it is justifiable this research because it pretends to show if the didactic resources of the U.P.E.S are being applied in the development of the teaching learning process of a foreign language or not, and if they are effective. Through this research, it

was

emphasized the effectiveness of the didactic resources that the U.P.E.S is applying in the learning process of the English language.

Also it wants to emphasize which consequences are found when teachers only explain their knowledge, and do not use didactic resources.

Another purpose is to help teaching the language by using appropriate didactic resources.

In this case it intents to help students in the use of didactic resources in the process of learning English such as: Comprehension and listening. Besides, we want to obtain from this study that students from the U.P.E.S can be motivated to learn a foreign language in order to use the didactic resources in different ways.

5

4.0 OBJECTIVES OF THE RESEARCH

4.1 GENERAL OBJECTIVE:

1. To evaluate the effectiveness of the didactic resources as determinant elements provided by the U.P.E.S, for the teaching learning process of English Language.

4.2 SPECIFIC OBJECTIVES:

1. By means of observations and interviews, to identify the variety of didactic resources that the U.P.E.S possesses so as to develop its academic function.

2. through interviews, to determine whether or not the didactic resources are in accordance with the needs of the teaching learning process of the English language.

3. By means of the questionnaire, to know whether didactic resources are being appropriate applied in the teaching learning process of the English Language.

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CHAPTER II THEORETICAL FRAMEWORK

1.0 LEARNING:

Human beings, get their knowledge from their personal experiences and their studies.

One concept of learning is the following: "A permanent relative change in behavior, that reflects an acquisition of knowledge or ability through experiences, that can include study, and instruction in practice" /1.

According to this, learning is an intensive mental activity that students are dedicated to it in order to assimilate the subject content, for instance: To repeat a list of words or identify the exam answers. All these are acquired in accordance with the knowledge and abilities obtained through practice, nevertheless, the researchers agree with Adams and Mattos /2. Where, according to them, in El Salvador it is necessary that learners develop intensive activities in order to get the maximum growth of their knowledge. One way to achieve this is through didactic resources, but these have to be used by the teacher appropriately.

/l Papalia, Diane E, Aprendizaje, Memoria y Proceso Cognitivo. Pag. 164 I2 An Introduction to Education. 1969

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1.1 THE TEACHING-LEARNING PROCESS:

Teaching is a mutual influence between the teacher and student, since teaching is imparting knowledge, and learning is receiving knowledge. Both processess are related to each other. The teaching learning process involves activities such as: Teacher guidance, and student assimilation, these activities are interrelated. There can be no teaching activity without a learning activity.

To determine if this teaching is being effective in the learning process, it is necessary to know whether the results of the methodologies applied in the teaching learning process are being useful, and also to know if students are being reinforced to correct their errors.

1.2 TECHNIQUES FOR THE TEACHING LANGUAGE:

In the teaching of a foreign language, the techniques can be divided into direct and indirect

1.-The Indirect Technique: The indirect technique of teaching a foreign language belongs to the past. All modern pedagogies condemn this procedure. In spite of this condemnation however, this kind of technique is still used by some teachers because it is considered a technique for teaching a death language, such as ancient Greek or Latin (They based this on teaching the written word, grammar and translation), it is an impressive procedure, because from the beginning of its application, results can be seen, even when it is difficult for the student to think or speak in the study of the language.

8

2. - The Direct Technique: This is the most recommendable technique for teaching language. It consists of “Teaching language through language" because the teaching learning process is complete throughout the time language itself is studied.

This technique tries to make a direct contact between the students and the target language.

The results in learning from the direct technique can not be seen immediately, because at the beginning the teacher has the impression that his students are not learning, but if the technique is well applied, future results will be compensated.

However, the teacher has to know when he is going to apply the mother tongue to help in the learning process.

According to Charles Handschin /3 the direct technique has to be based on the following principles:

1. To pay careful attention in teaching pronunciation, specially in the first month of learning

2. Oral texts should be introduced, before reading.

3. To teach grammar intuitively making students get the grammar rules through a variety of exercises or examples.

4. The written homework must be based on material already assimilated by the students.

/3 Nerici Imidio.Hacia unaDidĂĄcticaGeneralDinĂĄmica.Pag. 432

9

5. It must not be translated during the initial phase of the foreign language, those must be taken when the learning process is more advanced, and so avoid translating to a minimum.

To use to the maximum the objectiveness and concreteness taking as a base the didactic resources.

All and every method for teaching a foreign language must consider first the understanding of the spoken language, and the speaking mode, then, reading and grammar knowledge.

The teaching of a foreign language includes three situations: Pronunciation, vocabulary and sentence structure.

Pronunciation is acquired with patience and extended exercises, mainly auditing and supporting from those sounds that are part of each language. It suggests that students listen not only to the teacher, but also to other persons, this could be through tapes, movies, radio and television, which would permit a good, correct pronunciation. The teacher and other persons who speak the target language must do it so in a clear way, at the beginning the pronunciation must be clear and precise, it must be paused because to speak a foreign language must be appreciated, and then performed.

A good method is one where the student follows the reading book in accordance to the teacher’s pronunciation, so in this way the visual symbols and the pronunciation are associated. The new words of each text, or lesson book must be repeated constantly, from this point the recommendations are: to listen, to listen, to listen, and accompany this with reading, reading and reading, after this grammar, can be spoken but it must be clear so that students feel and understand the new language.

10

Giussepe NĂŠrici, also makes reference to Robert Ellis, who says that: "psychologically good reason exist to avoid using the narrative language until it has been facilitated well in the use of the study language."

The vocabulary must be learned whenever possible by having the objects in sight, these could be authentic, or represented by audiovisual aids.

The structure of the sentence: The grammatical rules should be explained through exercises or examples.

2.0 DIDACTIC RESOURCES

These appear as a necessity in the teaching-learning process. Learning needs to be based on reality, and around the student environment.

Didactic resources assist teachers and student's necessities, as they are involved in the

teaching-learning process, and are necessary elements in same. Teachers are the principal aid, but to make their session easier, they should use didactic resources, because these make their function suitable and comprehensible.

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2.1 A BRIEF HISTORY OF DIDACTIC RESOURCES:

The first didactic resources used as visual aids were solid cubes and spheres. Anibal Ponce/4.

The eighteenth century, was known for its innovation in replacing oral communication

with written communication as a form of teaching.

The industrial revolution was

favorable for introducing material to be taught in a printed manner. Among the pioneers in this field, we found William Ralke, who was against the wordy style of education and recommended showing objects before introducing the spoken word.

His studies were enriched by Juan Amos Komensk Comenius another pioneer in modern educational theories who brought democracy into education.

Comenius who wrote: "The World of Children" was convinced that a gradual series of books, and supporting material were essential in the teaching learning process. Now, new technological developments have been incorporated into the field of education among which we can mention: the television set, the V.C.R, the tape recorder, the computer, the projector and others.

2.2 THE IMPORTANCE 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 known are: Michael J. Apter/5 and Edgar Dale/6.

/4 Education and Kind's Fightings 1983. /5 TecnologĂ­a Aplicada a la EnseĂąanza. 1974 /6 Audiovisual Methods in Teaching. 1964.

12

Dale, concludes that in learning through experience different stages appear, organized in the "cone of experiences" as the author names it, these experiences were divided as follows:

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.

13

The 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 representation, or oral symbolization. Then, it explains the contents of the Cone of Experience:

1. - 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.

2. - 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 stars and carne to represent also a simulated eclipse.

3. - Dramatized Experiences: These show through theatrical roles the interpretation of any fact in which one tries to learn a phenomena. Dramatization is the resource most used in the teaching of some subjects such as: Music, History and Literature.

4. - 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.

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5. - Camp 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 incite, and motivate, students are induced to enter into direct contact with some places, and after these experiences, develop authentic work in class.

6. - 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.

7.- 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, andpermitting students to observe it. • Films (or mobile projection): These are powerful resources in teaching, but on the contrary to difference 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.

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

Radio: This makes the description of a phenomenon occurring at the moment.

The trouble in this is that they can't be seen.

Recordings: 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.

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9 - Visual Symbols: Are represented by writing. These are schemes, maps, graphics and charts.

10- Auditive or Oral Symbols

They are represented in the word.

Examples: Radio, discs, and tapes are only common vehicles 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 auxiliary materials in preparing their own specific material for such assignments.

Elements such as: T.V, V.C.R, Tape recorder, Pictures, Images, and others are elements that motivate students in class, for this reason it is known that the correct application of didactic resources is important in the teaching learning process.

The following are some reasons why didactic resources should be used:

a) To make the development of the topics easier. b) Theory and practice go together. c) Through these elements learning time diminishes. d) The Learning process becomes more attractive. e) The acquisition of assimilation is easier, and the level of knowledge is notorious. f) They allow discussion in the classroom, and demonstrate student realities in a natural environment.

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2.3 THE EFFECTIVENESS OF THE AUDIOVISUAL RESOURCES:

Some aspects are important 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 correlations.

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

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.

2.4 SELECTION OF AUDIOVISUAL AIDS

The selection of material requires above all knowledge of the specific topic.

Didactic resources help to obtain good results when applied correctly, it is necessary to select the material to be used, but the question is how?

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The following aspects can be mentioned:

a) Teacher-student communication should be facilitated. b) Student's attention should be incentivated c) Psychical student characteristics, should be appropriated d) Teacher-student activities should be easier. e) They should be natural and functional

f) They should be an approach to methodology and reality.

This research work will investigate the diverse resources that are being applied at U.P.E.S, in the teaching learning process of English Language.

2.5

DIDACTIC RESOURCES WITHIN THE EDUCATIONAL CONTEXT

Education can be defined as: an external, and internal development of knowledge through: Heteroeducation (external influence that shapes the individual) 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"/7.

As time passed 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.

The investigation talks about percentages of assimilation in students as a result of using audiovisual aids:

/7 Nassif, Ricardo. PedagogĂ­a General. 1974.

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The following percentages give a clear explanation of the effective use of didactic resources in the teaching-learning process:

1% learn by means of taste 1.5% learn by means of tact 3.5% learn by means of sense of smell 11% learn by means of listening 83% learn by means of vision.

The research also provides the following percentages about learning.

10%

learn by reading

20%

learn by listening

30%

learn by seeing

50%

learn by seeing, and listening together

70%

learn by listening, and at the same time discussing

90%

learn by listening, and doing.

According to the time retained learning obtained by audiovisual aids is superior to the one mentioned before.

Teaching Process

Retention after 3 hours

Retention after 3 days

Oral

70%

10%

Visual

72%

20%

Audiovisual

82%

65%

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2.6

HOW TO TEACH A FOREIGN LANGUAGE BY USING APPROPRIATE

DIDACTIC RESOURCES:

Since the beginning of this century, teaching a foreign language has been the same as that of teaching Greek or Latín, where learning carne through the understanding of classic literature, importance being given to the written word, grammar and translation.

It has been necessary for almost half a century to teach a language that fits reality and the environment of the student.

At present the objectives of a good language teachers are to teach students to communicate successfully. Nowadays, languages are considered in general as a means of communication, and not as a literary vehicle.

Direct methodology term, this has been described as the best general focus in order to try to achieve the new learning objectives in languages. These objectives are based on a necessary, direct, and natural contact in students, with reference to the language that they are learning, so they have to learn as much as they possible can. But the principal problem in this method has been that it's more difficult to teach through direct methodology. As teachers need to have a greater knowledge, and command of the target language.

According to Michael J. Apter/8. Language learning consists in a series of habits that must be acquired through imitation and practice, and not through conscious and reflexive thought. From this point of view, it considers that didactic resources play an important role in this process, because audiovisual aids have assisted in the learning process, specially for those teachers who are not expert in the foreign language that they are teaching.

/8 Tecnología Aplicada a la Enseñanza. 1974. Pag. 98.

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2.7 CLASSIFICATION OF DIDACTIC RESOURCES:

Didactic resources are classified as follows:

1. - Audio Resources: They correspond especially to the sense of hearing, their elements are the symbols of oral language, or are a set of oral elements that make a direct communication and more expressive than the written one. Some of these are: Headphones, radio, records, discs, and tapes.

2. - Visual Resources: These resort of vision and some elements are: Flannel covered easel, overhead projector, pictures, images, maps, and the blackboard.

3. - Audiovisual resources: These are related to both the visual and the audio. They allow and give more importance to vision and audio. These are the combination of visual and audio resources, for example: television, V.C.R, films, and movies.

Advantages of audiovisual resources:

a) To keep and attract students' attention b) To help maintain a visual image c) To help have a better comprehension in relation to difficult topics. d) To make teaching be more objective and at the same time close to reality.

21

On continuing it explains some of these audiovisual resources, their functions, and advices about their use

2.7.1. PICTURES:

They are used to motivate students and to give them a sense of emotion with the purpose of making the development of the class agreeable. The teacher should have knowledge about effective methods, and apply these to make the session easier. •

Advice and Application:

1. They should be direct, specific, short, and to the point, the topics should be comprehensible in simple language.

2. Be careful when explaining technical terms, it is necessary that the phrases be short and an idea is put into each phrase.

3. Teachers should show the central idea of the topic.

The application of these resources motivates, and puts into practice the imagination of students in their search for new ideas.

2.7.2. THE BLACKBOARD:

This should be placed where all students can see it clearly in a well illuminated area but with no reflections.

It is the best resource available to the teacher to explain topics clearly, it is also the least expensive instrument, and is almost always available.

22

Advice and Application:

1. Preferably it should be of a dark color.

2. Sentences should be written on in an orderly manner.

3. Write, don't talk.

4. Use understandable handwriting.

5. Don't obstruct the blackboard when the students are copying the lesson.

6. Use drawings to make the explanation easier to understand.

7. Erase from top to bottom.

8. Never write different topics on the blackboard, erase the first topic, and then write the second one.

2.7.3. ROTAFOLIO: This is a visual aid used to improve communication in a class, it allows the exposition to be clear, orderly, and interesting, but it can never replace the teacher.

It is not expensive, and even students can elaborate it. The pictures should be large so they can be observed by all the class.

Advice and Application:

1. Turn the drawing, or picture around when the topic is finished 2. Check your lesson so as not to make mistakes.

3. Prepare a lesson plan 4. Prepare a picture for each topic.

23

2.7.4. FLANNEL COVERED EASEL:

These are inexpensive boards and easy to use. Non-understandable ideas can be provoked only if the teacher doesn't use it correctly. This resource can help to communicate abstract ideas, it can be a guide for a teacher's organization and an efficient instrument in learning. Over all, in groups with few students.

The Advantages in using these resources are:

1. It keeps the interestof students 2. It helps to retain students' ideas 3. It helps to put the concepts in order 4. It is economic 5. It can be adapted to any topic

Advice and Application:

1. They can sustain drawings, signs, magazines, pictures, papers.

etc.

2. Pictures can be chosen in accordance with the topic to be explained.

3. Used correctly, they avoid making the class boring and tedious.

4. During the exposition, do not maintain many pictures simultaneously over the board.

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2.7.5. THE OVERHEAD PROJECTOR:

There are many positive conditions to use this resource, it provides direct control and complete images over the screen. Never have them situated in an unlit room, it should be in front of the class because so the teacher can observe the reaction, and at the same time ask students about the theme.

The material consists of square pieces of plรกstic called sudes which are easily prepared,

and can be used for a long time.

Obviously the reason for using the overhead projector is to obtain collective learning.

Advice and Application:

1. Use understandable letters on the sudes 2. Preferably, use typedwritten slides.

3. Use an indicator to point to the topic or principal idea.

2.7.6. MOVIES AND FILMS

These are vehicles of information which contain messages, images and represent a rich terrain to be worked in the classroom.

Films offer us the possibility of cultural enrichment, also they show the cultural setting of the language. These can be seen by all students in a specific subject of English, usually beginners. Videos are combined particulary well with a foreign language session, since the relationship between the pictures and the language direct attention to same.

25

They help to enrich conversation and discussion groups. The major task of the teacher, is to prepare the class, as this is necessary also that the teacher previews movies carefully to find motivation for the students, possibly including background discussion, or preparing for difficult vocabulary.

To select a film the teacher should be aware of the appropriate topic. This task may be difficult to ascertain exactly because there is a lot of this material, but they have to choose the appropriate one for students, this is difficult, therefore the teacher has to know the field. These should be comprehensible, and in agreement with the idea of the students so as to offer an increase in their vocabulary.

Advice and Application:

1. When selecting films to show students, be sure that these reflect the realities of the moment.

2. They should contain cultural language 3. They should be in accordance with the topic

4. They should have a rich vocabulary for students 5. They shouldn't have violent scenes, nor inadequate vocabulary, they should be clear and understandable.

2.7.7. TAPE-RECORDER: The tape-recorder is the most useful machine actually in education. Most, if not all universities have one of these, and most teachers, and students use them for students' feedback. They are connected to headphones to obtain a better reception.

The displacement controls have the following buttons: 1) Fast forward, 2) Play, 3) Rewind, 4) Recording, 5) Stop, and 6) Eject.

26

Advice and Application:

1. Take care of the condition of the cassettes.

2. Listen to the tape before class.

3. When you have to stop the tape, be careful not to cause any damage to students' ears.

4. Be careful to have the audio in good condition.

2.7.8. TELEVISION:

2.7.8.1 THE ORIGEN OF EDUCATIVE TELEVISIĂ“N IN EL SALVADOR: Educative television appeared in El Salvador due to a shortage of teachers and books in the year 1960. The word television means "Look Far." According to this it can transmit programs at large distances, and the persons have the opportunity of not only seeing, but also listening at the same time. At the begining the use of television as a didactic resource was evident in the education process, because millions of students could get and extend more their knowledge, nevertheless, education, family, and television are three interrelated words. The television programs establish a grave problem in both family and teachers because their contents sometimes aren't suitable for students.

Nowadays it is in big demand as a didactic resource depending on how the teachers make use of the T.V. in their English clasess, he/she could create interest in the class, as an example we can mention: greater participation to make the class more dynamic, for these reasons using the T.V as a didactic resource for the teacher make it easier to measure the learning process in students, in subjects such as listening, understanding and vocabulary.

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2.7.8.2. DIRECT USE OF TELEVISIĂ“N

If you teach in a school that is equipped with a telecourse in English, you can take items that have been presented during the television program, for example: the television teacher has been working on the superlative form of adjectives in English, you might then make conversation questions such as:

Who is the tallest person in this room?

What is the most interesting movie you have ever seen?

You can also discuss the way they express themselves, their facial expressions and gestures, you can also illustrate aspects of a culture.

Advantages:

1. The teacher can use the T.V to extend and to acquire students experiences 2. Through the T.V, students can become interested for a subject, or content

3. Through the T.V the learning capacity in the students can grow.

All these advantages are important for student learning, but also disadvantages exist in the learning process which are: place and noise.

Functions of the T.V:

1. To orientate 2. To inform 3. To entertain

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About the use: The teacher can place the T.V. a little farther so that all the students can see it, preferably in a high place, there should be order, silence, and attention.

Advice:

1. The teacher should give them the facts of the program such as: title, origin, channel and time.

2. The teacher should relay the instructions to students for a better comprehension.

3. The room should be darkened.

4. The teacher should explain after watching the program the unknown vocabulary.

2.7.9. THE V.C.R.

The Video Cassette Recorder or V.C.R. is becoming part of the standard equipment of many libraries, and language laboratories.

Certainly many guidelines could be suggested for the use of such technology in general, but the potential of the video player in particular seems to raise some interesting questions that have not been fully addressed.

The V.C.R. is a direct aid in approaching several of these areas; students learn to listen, and grasp meaning from English spoken at a normal, or near-normal speed, the V.C.R, can help students develop writing skills by serving as a source of ideas for composition, letters, and exercises in technical writing, it can similarly be the basis for various reading and speaking assignments.

Thus if the teacher uses some ingenuity, and takes care to prepare lessons carefully, the V.C.R, can be the focal point of a successful and well rounded English class.

29

Choose equipment and tape:

1. The advantage of choosing the V.C.R, is because it is popular, for example many exist such as: Beta, U-matic, V.H.S and D.V.D in which the formats are not interchangeable.

2. The teacher can include news programs, creative performances, sporting events, and documentaries, he/she chooses the appropriate tape for a particular class.

3. The teacher can solicit tapes from civic organizations, and foundations in the United States Embassy, or other state education institutions.

Advice and application:

1. Before the teacher plays a tape in class it is important to be previewed at least once. Not only can the teacher determine the suitability of a given tape for a particular class, but also exercises, questions, and vocabulary lessons can be developed for using them before the tape is played.

2. Before playing the tape, the teacher can determine during the preview what new vocabulary is necessary to be taught so as to enable them to grasp the meaning of the lesson.

3. The teacher decides that much of the vocabulary used during the video will remain "passive" vocabulary for the students, a short glossary of terms can be typed up and handed out to the students for using during the viewing.

30

4. One of the marvelous features of the V.C.R. as compared to the standard film projector is the ease with which the tape can be stopped, rewind, and forwarded. For example: after a section of tape that seems likely to incite discussion, the tape can be stopped, and a discussion held. The opinions of students in a discussion may be different, and can be by rewinding the tape and possibly resolved by replaying the section that is being discussed.

5. If the teacher feels that the problem was caused by too much occurring too quickly on the screen, perhaps a simple reshowing of the section would be a sufficient remedy.

6. On the other hand, if there is some grammar, or vocabulary that is hindering full comprehension, perhaps the tape should be rewind and the section in question explored sentence by sentence until the students and teacher are satisfied. ?-

7. There is an important fact in the use of this aid, during the viewing there may be many interruptions, and this can lessen comprehension and result quite irritating for some students, therefore while the stop and rewind buttons should be

used

as

necessary,

disinterestedness,

lack

avoid

of the

overuse principal

because

this

objective,

and

can

provoke

therefore,

be

unsuccessful.

8. It is necessary for the teacher to prepare a writing exercise, asking about the content of the tapes as a summary, paragraph, or synopsis they have seen and heard.

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2.7.10. THE LANGUAGE LABORATORY

Differently from many other resources mentioned in this research, the establishment of the language laboratory does not belong to one person or group of persons, but to the world war II term, because from this time, the idea of using recordings in the classroom was prolific due to technological advances in the United States, and around the world, the language laboratory was joined with different kinds of headphones.

It emerged spontaneously in different parts of the United States of America, through the years, the current language laboratories have gradually evolved in a natural form from the originĂĄis, and are still doing so.

But it wasn't until 1961, when Great Britain created the first language laboratory properly mentioned, this laboratory was designed and built by "The Educational Foundation for Visual Aids" and installed at the Ealing Technical College, which has become the activity center of language laboratories of that country, since then, it has had accelerated progress. They also won The National Committee for Audiovisual Aids, diploma for education in 1965.

A complete language laboratory should consist of:

Many booms, one for each student, these booths should be equipped with headphones, microphones, tape-recorders (See model in annex G). Teachers control the group from a consolĂŠ that contains one or more tape-recorders with a master tape, this equipment permits the teacher to listen or "supervise" any student and establish a conversation with him/her.

32

The normal teaching sequence is as follows: teacher first passes a master-tape, such sounds are collected and recorded by the tape-recorder in each of the booths, students listen to his/her copy, and at a specific moment they give oral answers that automatically are registered by the recording equipment installed in the student's booth. Each student can repeat the copy of their own tape as often as they wish either from recordings of the master-tape, or from their own oral answers, listening again and again. Until they are satisfied with their answers.

All this is normally obtained from the following: the student tape recorder, and al so the double-recording tape. One tape can record the master-tape, and the other their answers, while they are listening to the master-tape (master-tape material has pauses that gives students enough time to answer) they can turn the tape back, likewise, students can listen to both recordings.

During all this process the teacher can listen to any student, and give them additional instruction that he/she considers convenient.

To use this method, several kinds of exercises can be used sometimes described as AUDIOLINGUALS, which are useful in the first stage of the learning process. There are many exercises that consist of repeating as many times as possible until students get a native pronunciation from the master tape, and they can also compare their pronunciation from the original one, this kind of exercise is called "Oral training".

During the first stages of audiolingual exercises the tape can only contain a series of sounds, after that it can introduce complete words and later phrases and sentences, when it gets to this point, sentences are ordered by groups, with the objective that each group of sentences can be practiced in a determined "structure" Examples:

IHAVE A BOOK

THE TEACHER HAS A BOOK

YOUHAVEABOOK or

THE TEACHER HAS A COAT

HE HAS A BOOK

THE TEACHER HAS A HOUSE

And so on...

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All the verbal exercises continue in the following order:

Master-Tape

Stimulus 1

Student-tape

Stimulus 2 Repetition 1

Repetition 2

Another audiolingual exercise in this practice of imitation, includes the use of dialogues with immediate repetition of words, and fragments in prose that comment on separate sentences that must be repeated one by one.

Another totally different exercise consists in interrogating who has to answer in the language that he/she is learning. In some simple exercises they are asked to complete phrases that they have already seen in the verbal exercises. Examples:

I HAVE A BOOK YOU _____________________ ANA ______________________

And so on...

In which the correct answers are: Have a book, has a book, etc. another simple exercise consists of giving student a series of affirmative questions and teachers ask students to make an interrogative or plural form, again they can ask students these answers as a series of questions in affirmative form:

DO YOU HAVE A BOOK? Answer:

YES, I HAVE A BOOK

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Obviously there are many options for these kinds of techniques.

In all these kinds of question and answer exercises the general sequence is as follows:

Conditions used to evaluate the advantages of a language laboratory on teaching in the classroom.

1. Students are able to listen to the target language spoken with native pronunciation, also a variety of sounds, instead of only the teacher's voice.

2. The speaking time is considerably increased due to student’s actively participating in the class time, not just when the teacher asks questions, but all the time. Thus, one hour of laboratory oral practice is completely internalized by the student.

3. Students do not hear their classmates, therefore, they are really sure of themselves, and they have less inhibitions than in a normal class, but at the same time, they know they can be heard by the teacher (students have no way of knowing when the teacher is not supervising their work) is probably that his/her motivation and concentration is being kept on a high level.

4. The teacher can give individual instruction without disturbing the rest of the class.

5. Teachers can free themselves from papers, routine, and practice material for repetition energy, therefore, he/she has more time to dedicate to the particular necessities of each student.

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CHAPTER III SYSTEM OF HYPOTHESES

1.0 GENERAL HYPOTHESIS 1 a GENERAL HYPOTHESIS

The inappropriate use of Didactic Resources results in low learning in students of the teaching degree in the specialty of English as a foreign language at U.P.E.S.

1.1 SPECIFIC HYPOTHESES: 1a SUB-HYPOTHESIS

The application of appropriate didactic resources allow students at the U.P.E.S to participate actively in class.

2a SUB-HYPOTHESIS

University supervision determines the quality in the English language learning on students.

36

1.3 EFFECTIVENESS OF THE VARIABLES AND INDICATORS

37

38

CHAPTER IV METHODOLOGY OF THE RESEARCH

1. O TYPE OF RESEARCH:

The type of this research is descriptive because during its development the variables involved were linked, these are: Learning and the Didactic Resources, and from these were obtained the facts.

The instrument used to gather information was the inquiry, these facts were used to infer the different opinions of students of the English Career concerning the variables. All this with the purpose of explaining the problematical situation, in this case the didactic resources as determinant elements in the teaching learning process of English Language at the Pedagogical University of El Salvador.

As this is a descriptive research, it has been made a contrast between theory and reality, with the purpose of interpreting their differences.

To submit on a trial basis the hypotheses which allowed to conclude on one hand the level of acceptance, or on the other hand the level of rejection, but for these it has both

the quantitative and qualitative results, therefore, it has an outlet in the problem of this research.

39

2.0TECHNIQUESOFTHERESEARCH:

2.1 THE RESEARCH TECHNIQUES:

The inquiry was for the researchers the technique used to obtain the sample. Where a closed questions questionnaire, and three alternatives were used. These were given to students in the career of teaching English as a foreign language at the Pedagogical University of El Salvador.

After collecting all this information the investigators selected the data. Next the results were tabulated to get frequencies, and convert them into percentages, these were then interpreted, and the instrument confirmed. The general results obtained appear in graphic form that permited the interpretation of the different alternatives for each item.

2.2 INTERVIEWS:

During the research the opportunity of interviewing different persons, who were involved in the field of this research such as: principals of the Pedagogical University of El Salvador was given, (See annex A) teachers, (See annex B) and students (See annex D). They provided with all kinds of relevant information.

2.3 OBSERVATION:

After this, it was proceeded to observe, as mentioned subsequently in the interviews sustained with different personalities who were asked for permission to observe a class progress, and determine how the teacher used the didactic resources. With the teacher's permission the observers attended the class (See annex C). The observation was used with the purpose of knowing whether didactic resources were being applied in the development of the class, and if students were satisfied with their use.

40

3.0 THE RESEARCH INSTRUMENT:

The instrument used during the research was that of the questionnaire.

This instrument was used at the beginning of the research. And was filled out by students who are studying the career of Teaching English as a Foreign Language at the Pedagogical University of El Salvador. The questionnaire had 15 questions, or items, each with 3 alternativos (see annex D) Yes, No and Why/Why not. It was necessary also for the students to ful out the following: student term, subject and specialty that they were actually studying. All this with the purpose of knowing the different opinions about whether the didactic resources were determinant or not in learning English.

4.0

POPULATION AND SAMPLE:

4.1

POPULATION:

This is a group of individuals forming a group of interest for a specific investigation. The individuals involved in this research were a population of finite nature, as they are easily identified, and the students are part of the Education and Human Sciences School at the Pedagogical University of El Salvador.

As institutional components this population was unknown by the researchers of this investigation, because that information was requested to the principal authorities of the U.P.E.S (See annex E) those data were no provided to these researchers, even so the workteam made more than one requested. For that reason the researchers, got in other ways the list of some students from the teaching degree in the specialty of English as a foreign language taught in the year of 1998 (See annex F)

41

4.2

SAMPLE:

It had an unknown population and it was decided to take 36 students which were taken at "Simple random" to obtain the sample that is the fundamental element for the application of the instrument used to get the information from the questionnaire, this process consists of selecting a sample by which each and every element has the same level of probability to be included in the sample.

42

CHAPTER V ANALYSIS AND INTERPRETATION OF RESULTS

1. Objective: To determine the problem that exists in the application of the didactic resources.

2. Instrument: The instrument used was a structured questionnaire containning 15 items.

3. Student Population: The student population for administrating this questionnaire was made up of 36 students whose major is teaching English as a foreign language.

4. Analysis of the students answers: This consists of showing each item of the questionnaire made through statistical tables and graphics, afterwards the analysis is detailed for each item.

43

ITEM # 1. HAVE YOU OBSERVED WHETHER DIDACTIC RESOURCES WERE USED IN THE SUBJECTS THAT BELONG TO THE TEACHING OF ENGLISH?

TABLE # 1

ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

10

27.78%

NO

26

72.22%

TOTAL

36

100.00%

72.22% Of those interviewed students answered that teachers aren't using the didactic resources in any subject that belong to the teaching of English.

The results of this percentage require that the application of the didactic resources must be in all the subjects of the English career.

GRAPHIC # 1

This graphic shows that 72.22% of students have no observed whether didactic resources were used in the subjects that belong to the English Language, but other 27.78% said yes.

44

ITEM # 2. HAVE YOU OBSERVED THAT THE LANGUAGE LABORATORY WAS USED AS REINFORCEMENT IN YOUR ENGLISH LEARNING PROCESS?

TABLE # 2 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

7

19.44%

NO

29

80.56%

TOTAL

36

100.00%

It is evident according to this table that 80.56% of students have no observed that the language laboratory was used to reinforce their English learning. Only 19.44% said yes.

This indicates that the language laboratory has to be used as it was created, not as another classroom.

GRAPHIC # 2

According to the graphic only 19.44% of students have observed that the language laboratory was used to reinforce their English learning, but the other 80.56% answered

no.

45

ITEM # 3. DO YOU THINK THAT YOUR ENGLISH VOCABULARY HAS INCREASED THROUGH THE USE OF A V.C.R. AND T.V. DURING THE TIME THAT YOU HAVE BEEN STUDYING AT THE UPES?

TABLE # 3 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

9

25.00%

NO

27

75.00%

TOTAL

36

100.00%

According to the above question 75.00% of students answered that they have not increased their English vocabulary, but the other 25.00% have. This shows that it must be selected in accordance with the subject and explain the content about the program.

GRAPHIC # 3

It is evident in this graphic that only 25.00% of students have increased their English vocabulary, but the other 75.00% have not.

46

ITEM # 4. HAVE YOU HAD ACCESS TO THE DIDACTIC RESOURCES POSSESSED BY THE UPES TO REINFORCE YOUR LEARNING OF ENGLISH BOTH INDIVIDUALLY AND OUT OF CLASS TIME? TABLE # 4 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

4

11.11%

NO

32

88.89%

TOTAL

36

100.00%

The students answered this question showing that 88.89% had no access to the didactic resources, this shows that the university has to be more flexible in providing some resources for students' reinforcement.

GRAPHIC # 4

The students answered this question showing that 88.89% had no access to the didactic resources but only 11.11% said yes.

47

ITEM # 5. DO YOU CONSIDER IMPORTAN! AND NECESSARY THE USE OF DIDACTIC RESOURCES TO LEARN A FOREIGN LANGUAGE?

TABLE # 5 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

32

88.89%

NO

4

11.11%

TOTAL

36

100.00%

Considering the importance of these didactic resources 88.89% of the students consider important and necessary the use of them.

The application of these resources are important in the English learning because they make a direct contact with the target language.

GRAPHIC # 5

It is obvious in the results of this graphic the application of these resources are important in the English learning because just 11.11% of students consider not important the use of them.

48

ITEM # 6. ARE THE DIDACTIC RESOURCES OF THE UPES ADAPTED TO THE REQUIREMENTS FOR THE LEARNING OF ENGLISH?

TABLE # 6 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

9

25.00%

NO

27

75.00%

TOTAL

36

100.00%

This table shows that 75.00% of students consider that didactic resources are not adapted to the requirements for the learning of English. This shows a necessity for the UPES to improve their resources and supporting material that helps teachers in the development of the class.

GRAPHIC # 6

This graphic shows that 75.00% of students consider that didactic resources are not adapted to the requirements for the learning of English, but the other 25.00% said yes.

49

ITEM # 7. HAVE YOU FREQUENTLY NOTICED WHETHER OR NOT TEACHERS MAKE ADEQUATE USE OF DIDACTIC RESOURCES IN ALL ENGLISH SUBJECTS?

TABLE # 7 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

9

25.00%

NO

27

75.00%

TOTAL

36

100.00%

75.00% of students expressed that they have not noticed teachers make adequate use of didactic resources, teachers have applied new techniques to get adequate use of didactic resources and verify if the students are assimilating the learning process.

GRAPHIC # 7

The students answered this question showing that just 25.00% had noticed teachers make adequate use of didactic resources, but the other 75.00% answered no.

50

ITEM # 8. DO YOU CONSIDER CONVENIENT THAT THE UNIVERSITY SUPERVISES TEACHERS IN THE APPLICATION OF DIDACTIC RESOURCES IN SPECIFIC SUBJECTS OF THE ENGLISH LANGUAGE?

TABLE # 8 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

36

100.00%

NO

0

0.00%

TOTAL

36

100.00%

It is evident that all students strongly consider convenient that the university supervises teachers. The UPES needs to supervise because many teachers are not applying these resources correctly.

GRAPHIC # 8

This graphic shows that 100% students consider convenient that the university supervises teachers.

51

ITEM # 9. DO YOU THINK THAT THE QUALITYIN THE LEARNING OF ENGLISH AS A SECOND LANGUAGE DEPENDS ON THEADEQUATE USE OF DIDACTIC RESOURCES?

TABLE # 9 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

23

63.89%

NO

13

36.11%

TOTAL

36

100.00%

The above table shows a level of 63.89% of students who think that quality in learning depeds on the didactic resources and only 36.11% depend on other situations such as the student himself and his/her goals.

GRAPHIC # 9

The above graphic shows that 63.89% of students think that the quality in the learning of English depends on the adequate use of didactic resources, but the other 36.11% do not.

52

ITEM # 10. DO YOU CONSIDER THAT THE DIDACTIC RESOURCES OF THE UPES ARE ENOUGH FOR THE DEMAND OF STUDENTS OF THE ENGLISH CAREER?

TABLE # 10 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

0

0.00%

NO

36

100.00%

TOTAL

36

100.00%

All students considered that the didactic resources are not enough to cover the demand of students of the English career.

The university needs to increase the number of didactic resources and they have to be special addressed to English.

GRAPHIC # 10

100% students answered in this question that the didactic resources are not enough for the students of the English career.

53

ITEM # 11.

DO YOU FIND THE UPES CLASSROOM CONVENIENT FOR TEACHING THE ENGLISH LANGUAGE?

TABLE # 11 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

7

19.44%

NO

29

80.56%

TOTAL

36

100.00% .

As we can see most students or 80.56% found the UPES classrooms inconvenient, or antipedagogical. This means that classrooms must be redesigned and be in an isolated place, away from the sound of traffic

GRAPHIC # 11

Considering the results of this graphic most students or 80.56% found the UPES classroom inconvenient for the teaching of the English Language, but the other 19.44% said yes.

54

ITEM # 12. DO YOU FIND THE LANGUAGE LABORATORY COMPLETELY EQUIPPED AND CORRECTLY SITUATED?

TABLE # 12 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

7

19.44%

NO

29

80.56%

TOTAL

36

100.00%

The above table shows that 80.56% of students found the language laboratory not correctly situated, that means that the language laboratory must be redesigned with the appropriate Instruments such as: Tape recorder, monitor, blackboard, booths etc. And be situated in an isolated place, if possible with air-conditioning.

GRAPHIC # 12

The above graphic shows that 80.56% of students found the language laboratory neither completely equipped nor correctly situated, but the other 19.44% said yes.

55

ITEM #13 ARE YOU SATISFIED WITH THE REINFORCEMENT OF YOUR ENGLISH VOCABULARY FROM THE USE OF THE DEDACTIC RESOURCES.?

TABLE # 13 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

9

25.00%

NO

27

75.00%

TOTAL

36

100.00%

75.00% of students feel unsatisfied with the reinforcement of their English vocabulary, and just 25.00% are satisfied with the use of didactic resources.

GRAPHIC # 13

According to the above question 75.00% of students answered that they feel unsatisfied with the reinforcement of the English vocabulary, and the other 25.00% answered yes.

56

ITEM # 14. HAVE YOU OBSERVED IN THE SUBJECT PROGRAM THAT DIDACTIC RESOURCES ARE INCLUDED IN THE DEVELOPMENT OF TOPICS?

TABLE # 14 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

5

13.89%

NO

31

86.11%

TOTAL

36

100.00%

As you can see in the above table, 86.11% of students have observed that didactic resources are not included in the subject program.

Teachers have to include the specific didactic resources to be used in the development of the topics.

GRAPHIC # 14

It is evident in the above graphic that 13.89% of students have observed that didactic resources are included in the subject program, and the other 86.11% have not.

57

ITEM # 15. DO YOUFINDITDIFFICULTTO LISTEN CLEARLY TOTHE SOUND OF THE T.V OR THE TAPE RECORDER IN YOUR CLASS.?

TABLE # 15 ALTERNATIVE

FREQUENCY

PERCENTAGE

YES

25

69.44%

NO

11

30.56%

TOTAL

36

100.00%

This table shows that 69.44% of students found difficulty in hearing clearly the sound of the T.V or the Tape-Recorder.

The university has to provide good technical maintenance in order to preserve these didactic resources.

GRAPHIC # 15

The results of this graphic shows that 69.44% of students found difficulty to listen clearly the sound of the T.V or Tape Recorder, and the other 30.56% found no difficulty in listening clearly.

58

CHAPTER VI CONCLUSIONS AND SUGGESTIONS

The research is based on the importance of the Didactic Resources in the teachinglearning process of the English Language.

The purpose is to emphasize the principal importance of some of the didactic resources and the facilities in their use in the classroom to make learning available to the students.

Why is it said that it is important to use didactic resources in the teaching-learning process of the English Language?, Well, from the experiences as students of English. The researchers are sure that with tools like didactic resources the classes, will be more interesting. The teacher would have the facilities to teach a foreign language and have knowledge about all kinds of resources, and also to know what is appropriate for each session.

Didactic resources such as: the T.V, V.C.R, Tape-Recorder, Pictures etc., show that they aren't complicated. It does not necessarily mean that they are the last innovation on the market. On the contrary it is enough in the way how you get the benefits from them. With this research, it is intended to show how important they are in the teaching-learning process of the English Language.

The purpose is not to show to teachers how they should teach, neither it is a manual of instructions about the use of every didactic resource.

This research includes the principal importances of more useful or common didactic resources but not all, because it is well known how extensive the field of didactic resources is. It is for this reason that it emphasizes on the most important in the teachinglearning process.

59

1.0

CONCLUSIONS:

By taking data from observations, inverviews, and surveys, the following conclusions carne up:

1 The resources used in the career of the English Language at Pedagogical University of El Salvador are few according to the student population. (See annex H)

2 The didactic resources used in the Pedagogical University, require wide application so as to help students get an excellent understanding and assimilation of the learning experience, and be conscious of the direct natural situation each didactic resource is incorporated.

3 The result of the research showed that when more adequate use is made of the didactic resources in the classroom, greater is the acceptance by students to solve urgent problems which affect the learning process.

4 Also it can be said that didactic resources are more effective when they take into account details such as:

a) The simplicity and order on the exposition of some contents, b) Clarity of audio and image, c) An adequate and specific classroom, d) The opportunity to make practical exercises, e) Adequate use of motivational techniques, f) The number of didactic resources is suitable for the student population, g) Maintenance techniques.

60

5 In this research, a high percentage of students said the use of didactic resources in the classes allows better contact with the language, and so they acquire skills such as: listening, speaking, reading and writing.

6 Flexibility by the Pedagogical University in the use of didactic resources by students will allow them more practica in their lessons.

7 It has been proved that didactic resources are important tools for the teachinglearning process of the English language. These elements allow students to learn easily, and teachers to teach in an entertaining way.

8 Finally, it is neccesary to mention that a permanent supervisiรณn from the Pedagogical Univesity to teachers will improve the quality of teaching and learning from the use of didactic resources.

61

2.0 SUGGESTIONS:

According to the conclusions it is considered really necessary to mention the following suggestions to make effective and productive the use of didactic resources by teachers and students of the English language at the Pedagogical University of El Salvador.

1 To make the teacher more aware of the fact, that without his/her motivation and feedback the didactic resources as a means of teaching lose their possible effectiveness, that is, teachers have to use during their classes didactic resources in accordance with their study program.

2 To prepare the back-up material in accordance with the subject, and not to introduce material at random.

3 The study program handed by teachers must be checked by the pertinent authorities.

4 For a successful development of students the teacher should plan all activities carefully, select materials, to incentivate and motivate

students

for a better

understanding of the English Language.

5 To increase the number of textbooks of English in the University library so that students of the career of foreign languages can make different kinds of consultations in their specialty.

6 Through different activities such as raffles and requesting to statal institutions increase the number of didactic resources at the Pedagogical University, so that students can make appropriate use of them.

62

DEFINITION OF BASIC TERMS:

1. DIDACTIC RESOURCES: Are necessary tools for the better comprehension in the teaching learning process, and are classified as audio and visual resources.

2. TEACHING-LEARNING PROCESS: Is the process of imparting and receiving knowledge, both process being related to each other. This process involves the principal activities, the teachers' guidance, and students assimilation.

3. AUDIOVISUAL RESOURCES: These elements are related to both the visual and the audio. They allow and give more importance to vision and audio.

4. DIDACTIC RESOURCES AS DETERMINAN! ELEMENTS: Are those elements considered important in the teaching learning process of English Language for the better comprehension and understanding of the contents.

5. EFFECTIVITY OF DIDACTIC RESOURCES: t

Are those tools that make comprehension and assimilation of the foreign language better.

63

REFERENCES

ADAMS, SAM AND JOHN L. GARRET Jr. An introduction to Education.

Prientice Hall Inc. Englewood Cliffs, N.J. 1969.

ALVES MATTOS, LUIZ Compendio de Didáctica General.

Editorial Kapeluz, S.A. Buenos Aires 1963.

APTER, MICHAEL J. Tecnología Aplicada a la Enseñanza.

Publicaciones Cultural S.A. México DF. 1a edición 1976 BONILLA, GILDABERTO Estadística 2.

UCA editores 1a edición San Salvador, El Salvador 1992.

DALE, EDGAR Audiovisual Methods in teaching.

Reverte Editorial S.A. México. 1964.

JIMÉNEZ IGLESIAS, LIC. NORMA JEANNETTE Thesis: Utilización de los recursos televisivos a través de circuito cerrado en las aulas de la Universidad Dr. José Matías Delgado como refuerzo de la enseñanza.

Universidad Dr. José Matías Delgado 1994.

64

LARSEN FREEMAN, DIANE Techniques and Principies in Language Teaching.

Oxford University Press. 1986.

MANZANO, ÓSCAR AND ROSA ZAMORA Thesis: A guide for the elaboration of audio-visual aids suitable to methods and material for teaching English as a second language.

Universidad Tecnológica de El Salvador.

NASSIF, RICARDO Pedagogía General.

Kapeluz Editorial. Buenos Aires, Argentina 1974.

NERICI, IM1DEO GIUSEPPE

Hacia una Didáctica General Dinámica.

Kapeluz Editorial. Moreno 372. 3a Edición Buenos Aires, Argentina 1985.

PAPALÍA, DIANE E. AND SALLY WENDKOS OLDS Psicología Mc. Graw Hill, México DF. 1989.

PONCE, ANIBAL Education and Kind's fighting.

Mexican United Editors. S.A. México 1983.

65

ANNEXES

ANNEX A

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACUL TAD DE EDUCACIÓN

"THE DIDACTIC RESOURCES AS DETERMINANT ELEMENTS IN THE ENGLISH LEARNINGPROCESSATTHEPEDAGOGICAL UNIVERSHY OF EL SALVADOR"

Interview with the General Secretary of the Pedagogical University of El Salvador

1- Do you supervise teachers in the use of didactic resources?

2- Are there any maintenance techniques for didactic resources?

3- - How many Tape Recorder does the U.P.E.S. possess?

____________

-

How many V.C.Rs?

____________

-

How many TVs?

____________

-

How many Flannel covered easel?

____________

-

How many Overhead projectors?

____________

-

How many Rota folios?

____________

4- Do you increase periodically the number of available didactic resources?

ANNEX B

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR FACULTAD DE EDUCACIÓN

"THE DIDACTIC RESOURCES AS DETERMINANT ELEMENTS IN THE ENGLISH LEARNING PROCESS ATTHE PEDAGOGICAL UNIVERSJTYOFEL SALVADOR"

Interview with the teachers:

1- Do you consider didactic resources important in the teaching-learning process?

2- Do you believe that permanent supervision by the U.P.E.S helps the teaching-learning process?

3- What do you think would be an ideal way to obtain more and better didactic resources?

4- Do you consider the number of didactic resources in the teaching-learning process of English sufficient?

ANNEX C

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACUL TAD DE EDUCACIÓN

"THE DIDACTIC RESOURCES AS DETERMINANT ELEMENTS IN THE ENGLISH LEARNING PROCESS ATTHE PEDAGOGICAL UNIVERSITY OF EL SAL VADOR"

Interview with the teacher in the Language Laboratory: Subject: _____________________________________

1- Do you consider the Language Laboratory functional in the development of oral language practice?

2- Is the Language Laboratory correctly situated?

3- Is the Language Laboratory correctly maintained?

4- Do you receive back up material for using in the Language Laboratory?

5- What interferences do you percive during the development of the class?

ANNEX D

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACIÓN

TERM: __________________

SUBJECT: ________________________________________________

SPECIALTY: ____________________________

Name of the Thesis: "Didactic Resources as determinant elements in the English Learning process at the Pedagogical University of El Salvador."

I

NDICATION: Mark with an "X" the answer that you consider convenient.

IF YOU HA VEANY OPINIONS OR SUGGESTIONS, PLEASE USE THIS SPACE _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

ANNEX E

San Salvador, 10 de julio de 1998

LICENCIADO FRANCISCO MARIANO LARIOS UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR PRESENTE

Estimado Licenciado

Sirva la presente para saludarlo, felicitándolo por tan digna labor.

El motivo de dirigirnos a usted, es para solicitarle el número de alumnos que posee actualmente la carrera de Ciencias de la Educación con Especialidad en Idioma Inglés, tanto de profesorado como de Licenciatura de la Universidad Pedagógica de El Salvador, dicha información está siendo solicitada para completar la investigación de nuestro trabajo de tesis titulado: LOS RECURSOS DIDÁCTICOS COMO ELEMENTOS DETERMINANTES EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL IDIOMA INGLÉSENLA UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR.

Esperando una respuesta favorable a nuestra petición, nos suscribimos de usted,

Muy atentamente,

IRMA ELENA ROJAS ESPINOZA MARÍA ALICIA SORIANO GODOFREDO MARTÍNEZ MELENDEZ

San Salvador, 14 de noviembre de 1998

LICENCIADA ROXANA MARGARITA RUANO DE CHORRO DIRECTORA ACADÉMICA UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR PRESENTE

Estimada Licenciada Ruano:

Sirva la presente para saludarla, y al mismo tiempo desearle éxitos en sus dignas labores.

Por este medio los abajo firmantes, Egresados de la Licenciatura en Ciencias de la Educación con especialidad en Idioma Inglés, solicitamos su valiosa ayuda a fin de proporcionarnos el REPORTE DE ALUMNOS ACTIVOS, tanto de licenciatura como de profesorado de la carrera de Idioma Inglés. _

Dicha información está siendo requerida para completar nuestro trabajo de tesis titulada: LOS RECURSOS DIDÁCTICOS COMO ELEMENTOS DETERMINANTES EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL IDIOMA INGLES EN LA UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR.

Agradeciendo de antemano su colaboración se suscriben de usted,

Atentamente,

IRMA ELENA ROJAS ESPINOZA MARÍA ALICIA SORIANO GODOFREDO MARTÍNEZ MELENDEZ

ANNEX F

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR CONTROL DE NOTAS

CICLO 02-98 SECCIÓN 04

MATERIA: CE-1013.

Catedrático:

LIC.IAN M. ARMSTRONG

FONÉTICA II

CARNET

NOMBRE

AL-2698-94

ALEGRÍA LÓPEZ, CARLOS DANIEL

AA-3056-95

ALFARO ARIAS, JUAN CARLOS

CC-3426-95

CERNA CABRERA, MARIO ANTONIO

GH-4175-96

GUZMAN HENRIQUEZ VENTURA, KENIA

J-4057-96

JUÁREZ DE RIVERA, FIDELINA DEL CARMEN

LA-4223-96

LEÓN ALFARO, CARLOS ALFREDO

MM-4097-96

MENJIVAR MENJIVAR, RONNY CHARL TON

PP-4888-97

PALACIOS PÉREZ, JESÚS RENE

Q-3346-95

QUINTANILLA OSEGUEDA, SONIA MARGARITA

RM-3737-96

RODRÍGUEZ MONTERROZA, SONIA ELIZABETH

SS-4193-96

SOLIS SÁNCHEZ, DORIAN LIZETH

ZR-4127-96

ZELAYA ROSALES DE PAREDES, SANDRA JANETH

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR CONTROL DE NOTAS

CICLO 02-98 SECCIÓN 03

MATERIA: CE-1025

Catedrático:

LIC.IAN M. ARMSTRONG

FONÉTICA II

NOMBRE

CARNET

AA-3673-96

ALVAREZ AVALOS, JOSÉ DAVID

AR-4512-97

ALVARADO RIVERA, JUAN ANTONIO

FM-2512-94

FIGUEROA MENJIVAR, LUCIA MARLENE

FT-3564-95

FLORES TREJOS, MARTHA ELOÍSA

GG-5010-97

GONZÁLEZ GARCÍA HERBERT ORLANDO

IH-3721-96

IRAHETA HERNÁNDEZ, DANILO YURI

LR-3718-96

LUNA ROSALES, VICENTE NELSON

OB-4692-97

OVIEDO BERMUDES, STANLEY

P-3931-96

PLATERO DE HERNÁNDEZ, CECILIA ELIZABETH

R-4468-97

RODRÍGUEZ, WALTER DANILO

R-4722-97

RODRÍGUEZ, ALFONSO

RS-4870-97

ROSALES SERVELLON, LUIS

RR-3141-95

RUBIO RODAS, MARÍA VERÓNICA

SS-6329-96

SOLIS SÁNCHEZ, DORIAN LIZETH

SE-4193-96

JUÁREZ M. AMADO

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR CONTROL DENOTAS

CICLO 02-98 SECCIÓN 03

MATERIA: CE-1008

Catedrático:

LIC. IAN M.ARMSTRONG

CARNET

LITERATURA INGLESA

NOMBRE

AA-3673-96

AL VAREZ A VALOS, JOSÉ DAVID

AL-2698-94

ALEGRÍA LÓPEZ, CARLOS DANIEL

FT-3564-95

FLORES TREJOS, MARTHA ELOÍSA

GG-5010-97

GONZÁLEZ GARCÍA, HERBERT ORLANDO

IH-3721-96

IRAHETA HERNÁNDEZ, DANILO YURI

MC-4672-97

MIRA CORTEZ, MORENA AMADA

P-3931-96 RS-4870-97

PLATERO DE HERNÁNDEZ, CECILIA ELIZABETH ROSALES SERVELLON, LUIS

SS-4193-96

SOLIS SÁNCHEZ, DORIAN LIZETH

T-3892-96

TURCIOS DE SANTANA, SANDRA MARISOL

ZR-4127-96

ZELAYA ROSALES DE PAREDES, SANDRA JANEH

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR CONTROL DE NOTAS

CICLO 02-98 SECCIÓN O 3

MATERIA: CE-1025

Catedrático:

LIC. IAN M. ARMSTRONG

CARNET

GRAMÁTICA COMPARADA INGLES-ESPAÑOL

NOMBRE

CM-6930-98

CAMPOS MARTÍNEZ, CLAUDIA GUADALUPE

E-6264-98

ESCOBAR, MANUEL DE JESÚS

E-6660-98

ESPERANZA DE ROSALES, CONCEPCIÓN EUZABETH

GB-6633-98

GÓMEZ BERMUDEZ, XUANILDA XIOMARA

GG-6345-98

GUEVARA GUEVARA, ALBA LUZ

HB-6670-98

HERNÁNDEZ BARAHONA, YESSICA MARGARITA

HE-6779-98

HERNÁNDEZ BURGOS, JOSÉ ROBERTO

HC-6328-98

HERNÁNDEZ CRUZ, ESMERALDA EUZABETH

HM-6100-98

HERNÁNDEZ MORAN, MIGUEL ÁNGEL

MG-6191-98

MIRANDA GUARDADO, ISAÍAS

RR-7133-98

RAMÍREZ ROSALES, GLORIA IDALJA

RM-6730-98

RIVERA MANZANARES, DUNIA RAQUEL

RM-6540-98

RUIZ MELENDEZ, MARÍA FLORENTINA

SP-6566-98

SÁNCHEZ PÉREZ, ALBA VERAUZ

SC-6574-98

SANTAMARÍA CASTELLANOS, JOSÉ ANTONIO

SH-6086-98

SANTAMARÍA HERNÁNDEZ, MARÍA ESTHER

SS-6205-98

SANTOS SORTO, WILLIAM EMIR

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR CONTROL DE NOTAS

CICLO 02-98 SECCIÓN 03

MATERIA: CE-1008

Catedrático:

LIC.IAN M. ARMSTRON

CARNET

GRAMÁTICA

NOMBRE

AF-4662-97

ALVARADO FLORES, LLADALA USSETH

DL-3527-95

CÁRCAMO LÓPEZ, ELMER JEOVANNI

DR-4399-97

CASTILLO RODRÍGUEZ, MARÍA MIRNA

DM-4492-97

CAÑADA MELGAR, AMANDA KARINA

DS-6614-98

DELGADO GARCÍA, MARÍA HERMINIA

FP-2499-94

FUENTES PACHECO, HUGO ARMANDO

FV-3626-95

FUENTES VENTURA, CARLOS ENRIQUE

3-4057-96

JUÁREZ DE RIVERA, FIDELINA DEL CARMEN

L-4530-97

LÓPEZ DE ERAZO, EDUVIGES DEL ROSARIO

LL-4537-97

LÓPEZ LÓPEZ, ALEX ALONZO

MC-4672-97

MIRA CORTEZ, MORENA AMADA

ML-6929-98

MORAN LÓPEZ, NURY YAMILETH

MV-2697-94

MORAN VÁZQUEZ, MOISÉS DE JESÚS

NP-3078-95

NAVAS PRUDENCIO, SETH SALOMÓN

OB-3788-96

ORTEGA BARRERA, ROSA LULIAN

TP-4888-97

PALACIOS PÉREZ, JESÚS RENE

G-4292-97

QUINTA/VILLA CORTEZ, CENIA MARICELA

OM-4459-97

QUINTANILLA MENJIVAR, CARLOS NORBERTO

R-4450-97

RAMÍREZ DE GARCÍA, LISBETH EMPERATRIZ

RM-6772-98

ROSALES MOLINA, JAIME ALBERTO

RS-4870-97

ROSALESSERVELLON, LUIS

SE-6329-96

SAAVEDRA ESCOBAR, ROSA ALICIA

S-6672-98

SURA, DELMI GUADALUPE

TL-4473-97

TEJADA, DINA EVELYN

T-3872-96

TUCIOS DE SANTANA, SANDRA MARISOL

ZR-4127-96

ZELAYA ROSALES DE PAREDES, SANDRA JANETH RODRÍGUEZ M. SONIA ELIZABETH

ANNEX G

ANNEX H

INVENTARIO DE LOS RECURSOS DIDÁCTICOS DE LA

UNIVERSIDAD

PEDAGÓGICA DE EL SALVADOR:

VIDEO CASETERA

2

TELEVISIÓN

2

RADIOGRABADORA

2

RETROPROYECTOR

2

ROTAFOLIO

1

FRANELOGRAFO

0

Fuente: UPES Año: 1998

NOTA:

En la entrevista realizada por los investigadores al Secretario General de la Universidad Pedagógica de El Salvador, con fecha 6 de junio de 1998, aseguró haber adquirido más recursos didácticos, así cada planta del edificio de la universidad, contaría con un set de ellos.