GRAMMAR PORTFOLIO by evelynarroba

Universidad Tecnica de Ambato Facultad de Ciencias Humanas y de la Educacion Carrera de Pedagogia de los Idiomas Nacionales y Extranjeros

COMMUNICATIVE GRAMMAR MG. EDGAR ECALADA Student’s name: Evelyn Jahaira Arroba Chango THIRD “B”

MARCH – AUGUST 2019 AMBATO – ECUADOR

Contenido UNIVERSIDAD TÉCNICA DE AMBATO .......................................................................... 3 MISIÓN ............................................................................................................................ 3 VISIÓN ............................................................................................................................ 3 FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION ....................................... 4 MISIÓN ............................................................................................................................ 4 VISIÓN ............................................................................................................................ 4 CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS .......... 5 MISIÓN ............................................................................................................................ 5 VISIÓN ............................................................................................................................ 5 SILABO............................................................................................................................ 6 ANALITICAL PROGRAM ................................................ ¡Error! Marcador no definido. PAE GUIAS ...................................................................... ¡Error! Marcador no definido. COLLABORATIVE WORK ............................................................................................... 7 WORKSHOPS ................................................................................................................ 14 AUTONOMOUS WORK ................................................................................................. 22 THEORETICAL COMPONET ......................................................................................... 27 PROJECT ....................................................................................................................... 31 INTERNSHIP REPORT ................................................................................................... 50 REFLECTION ................................................................................................................ 52

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UNIVERSIDAD TÉCNICA DE AMBATO MISIÓN Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.

VISIÓN La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACION MISIÓN “Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.”.

VISIÓN “La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos.”.

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MISIÓN Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país

VISIÓN La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.

SILABO https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2F personal%2Feg%5Fencalada%5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2 DAGO2019%2FSILABOS%20MAR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2 EAGO2019%2FSilabo%20COMM%2EGRAMMAR%2Epdf&parent=%2Fpersonal%2Feg%5Fenc alada%5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2DAGO2019%2FSILABO S%20MAR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2EAGO2019&cid=9dda5 aae-7709-4a62-b326-beb8a288c452

PROGRAMA ANALÍTICO https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/_layouts/15/onedrive.aspx?id=%2F personal%2Feg%5Fencalada%5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2 DAGO2019%2FSILABOS%20MAR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2 EAGO2019%2FPlanAlitico%20COMM%2EGRAMMAR%2Epdf&parent=%2Fpersonal%2Feg%5F encalada%5Futa%5Fedu%5Fec%2FDocuments%2FSEMESTRE%20MAR%2DAGO2019%2FSILA BOS%20MAR%2EAGO%2E2019%2FSILABOS%20APROBADOS%20MAR%2EAGO2019&cid=a4 8976fc-a54d-409c-884c-19411b476ba6

GUÍAS PAE https://utaedumy.sharepoint.com/personal/eg_encalada_uta_edu_ec/Documents/Forms/All.aspx?cid=e34 ce812-4f47-4ed2-9b780e6408e1f950&RootFolder=%2fpersonal%2feg%5fencalada%5futa%5fedu%5fec%2fDocume nts%2fSEMESTRE%20MAR%2dAGO2019%2fSILABOS%20MAR%2eAGO%2e2019%2fCOMMU NICATIVE%20GRAMMAR%2fGUIAS%20PAE%20COMM%2eGRAMM%2e2&FolderCTID=0x012 0006E263AE225C783458F1241D276A65727

COLLABORATIVE WORK

FIRS TERM

SECOND TERM

WORKSHOPS

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS DE LA EDUCACIÓN CARRERA PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS Subject: Communicative Grammas Name: Evelyn Arroba GUIA 3

AUTONOMOUS WORK

FIRS PARTIAL

SECOND TERM

THEORETICAL COMPONET

FIRS TERM

SECOND TERM

PROJECT

UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRAJEROS UNIDAD DE ORGANIZACIÓN CURRICULAR AUTORES: ARROBA EVELYN CAMPUSANO GLENDA CANDO SONIA CASTRO JESSICA NIVEL: 3 “B” TUTORA: Lic.Mg. LORENA PARRA

PROYECTO INTEGRADOR DE SABERES AMBATO-ECUADOR MARZO- AGOSTO 2019

1. RESEARCH TOPIC THE TEACHING BY REPETITION IN THE BEHAVIORISM ON PEDAGOGICAL MODEL IN INITIAL, BASIC AND HIGH SCHOOL LEVELS.

2. OBJECTTIVES 2.1 GENERAL OBJECTIVE To determine the application of the behaviorism pedagogical model by repetition in the students of all levels observed. 2.2 SPECIFIC OBJECTIVE 

To identify the strategies related to the pedagogical model.



To analyze the frequency of the teaching by repetition

3. METHODOLOGY 

3.1 TYPE OF APPROCH

The project has mixed methods in the research, there is a qualitative and quantitative approach type of approach because it consists of the integration of quantitative and qualitative methods, based on the elements that make up the research. The research is a qualitative approach because we use the observation as a method of research and we observed the teaching by repetition in the behaviorist model pedagogy during the classes at High Schools. Shank (2002) defines qualitative research as “a form of systematic empirical inquiry into meaning”. The research has a quantitative approach because the results of observation will be demonstrated through analysis of data or the interpretation of statistical data and with this approach; we can describe specific attitudes, or opinions in the analysis of data. “Quantitative research is an inquiry into a social problem, explain phenomena by gathering numerical data that are analyzed using mathematically based methods e.g. in particular statistics” (Creswell, 2003). 3.2 INSTRUMENT FOR DATA COLLECTION  To data collection about the research, we used the observations cards of the pre-professional practices of the different pedagogical models to analyze each one and discuss between us with agreements or disagreements identifying the teaching by repetition.

3.3 DATA COLLECTION TECHNIQUE To data collection, we used the observations cards. The observation as a system and technique of research because in this project the main technique for data collection is the observation of all institutions during the pre-professional practices to then analyze the pedagogical model. Observation is a systematic data collection approach in which researchers observe within a specific research field. (Bryant, 2018)

4. THEORETICAL FRAMEWORK After reviewing some scientific articles in the web address Google School, Eric and other sources, it has found the following researches with content similar to the present one, which aims to generate knowledge about the independent variable of the investigation, such as the teaching by repetition. The following investigations have been taken as references: 

Teaching

Teaching is the exchange of knowledge and experience in a determined group of people, which is usually in organization within a discipline and, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact. According to the authors, Fahrutdinova, Fahrutdinov, & Yusupov (2016) teaching is based on the interaction between teacher and student through dialogue where, in this process the teaching seeks the development of intellectual and creative abilities of students. According to Arošová, Lorencová, Pubalová, & Šedivý (2017) the teaching has an ideal that consist on the motivation of all participants. The participation has to be continually involved with the learning process. On the other hand, Norina & Pukharenko (2018) defines the teaching as a search for an improvement of organizational conditions, taking into account a pedagogical organization necessary and sufficient, to ensure successful teaching. Focusing mainly on the interaction of the group in the class.



Teaching by repetition

According to the techniques of teaching, Lynch & McLean (2000) mentions that teaching by repetition is seen as a beneficial technique to acquire knowledge in the English language. The application of this practice as a pedagogical tool can have good results in the contents taught about the language. In addition, in the article Effects of task repetition on EFL oral performance, the effects of teaching by repetition are not efficient in their totality according to a research performed and the great part of the students affirm that the knowledge acquired by repetition generates security (Dawadi, 2016). On the other hand, into the teaching and learning process, the repeating is a usual mechanism within a language, as well as the repetition in activities carried out by students in the process of acquiring foreign languages. After the analysis of certain important contributions of the use of repetition as a teaching technique, in this way the position is maintained that the repetition should not be considered as a precise and effective practice but its use should be seen as an intercommunication process in the that the student produces a transformation that generates a changing condition. The interrelation provides ways to conceive new knowledge to adapt to a constantly changing environment. (Larsen & Freeman, 2012)



Behaviorism Regarding to behaviorism, Moore (2016) mentions that the behaviorism is defined as an

approach that consists in explain the behavior of human being without cognitive processes, this definition is analyzed based on Skinner’s behavior and his point of view as a science, learning occurs with the acquisition. Similarly, Yarbrough (2018) says that behaviorism refers to a theory of learning where behavior can be controlled or modified according to the reactions, but the behavior learning can be developed respect to the right environment and it is possible that can occur with rewards or punishments. According to this approach, the student's learning can be developed by the likes or dislikes of them. In the education process, the teacher has to motivate students in classroom. For this reason, the teacher awards prizes during the teaching and learning process. So that, the student thinks it is correct, but also the teacher must put obstacles in the student during the process. In some institutions and schools teachers consider this method of great importance because it can improve and accelerate the teaching and learning process (Aldahdouh, Osório, & Portugal 2015).



Pedagogical model

According to the pedagogy, Ng'ambi (2013) indicates that conditions and pedagogical needs will encourage or accelerate the implementation of the technologies. However, there is not a model of use to transform practice. For example, many educators at higher education institutions (HEIs), especially those located in developing nations, the context and environment may constrain the acceptance of these emerging technologies (ETs), while for educators in resource-rich environments, 36

the effective practice of tools would be limited by the lack of knowledge about the uses that transform the practice. A condition to using ETs for teaching is that educators are aware of the possibilities of ET. However, the challenge is that ETs are not yet fully understood (Veletsianos, 2010). The pedagogical model of teaching students is considered as a resource of professional preparation, the model seeks to develop the skills of students and the development of scientific, technical and technological components (Abramova, Shilova, Varankina & Rubanova, 2019).

5. TIMETABLE

MAY ACTIVITIES/ WEEKS

Topic Objectives (General and specifics) Methodology Framework Results Conclusions and Recommendations Bibliography Written presentation Oral presentation

JUNE 4

JULY 4 1 2 3 4

RESULTS

Table 1: Behaviorist model at Initial level at “Retoñitos”

N° 1 2 3 4 5 6 7 8

Criteria Does the teacher requires complete silence to speak? Does the teacher asks students to greet and to behave when anyone else comes into class? Are the students learn the language through repetition? Does the teacher reinforces good behavior by giving extra points or special rewards? Does the teacher allow eating in class? Does the teacher is who facilitates/enables knowledge? Does the teacher asks students to sit down properly? Are the students’ assignments completed by memorization? Do the students pay attention when the teacher is explaining?

Never Sometimes Always 25% 75% 25%

25%

50% 100%

25%

75%

50%

25% 100% 100%

50%

25%

75%

50%

25%

75%

25%

75%

50%

Do the students respect teachers who arrive 25% late to class? Source: Initial level Created by: Arroba, E; Campusano, N; Cando, S; Castro, J. (2019)

75%

10 11 12 13

Are the students polite when adults come into the classroom? Do the students respect their teacher either outside or inside the classroom? Do the students work properly with the teacher? Does the teacher rewards students’ good behavior?

25%

Figure 1

Behaviorist model at Initial level at “Retoñitos” Question 14 Question 13 Question 12 Question 11 Question 10 Question 9 Question 8 Question 7 Question 6 Question 5 Question 4 Question 3 Question2 Question 1 0%

20%

40% Never

60% Sometimes

80%

100%

120%

Always

Source: Initial level Created by: Arroba, E; Campusano, N; Cando, S; Castro, J. (2019) Analysis and Interpretation According to the information recollected, the results show that in the first question: Does the teacher requires complete silence to speak? The answer is sometimes corresponding to the lowest with 25% and always is the highest proportion with 75%. On the other hand, in the second question: Does the teacher asks students to greet and to behave when anyone else comes into class? The answer shows that in the item of never there is 25%, in the item of sometimes there is 25%, and in the last item of always corresponding to 50%. Therefore, about the third question: Are the students learn the language through repetition? The answer in the item of always is the highest proportion corresponding to 100%. Also, in the next question: Does the teacher reinforces good behavior by giving extra points or special rewards? The results show that the 25% conforming to the item of sometimes, and the highest represent to 75% to always. In addition, in the fifth question: Does the teacher allow eating in class? The answer shows that sometimes is the highest proportion with 50%, and the items of never and always have the same result, both with 25%. In the sixth question: Does the teacher is who 39

facilitates/enables knowledge? The answer in the item of always is the highest proportion equivalent to 100%. In the same way the seventh question: Does the teacher asks students to sit down properly? The result is about 100% in the always item. The eighth question: Are the students’ assignments completed by memorization? The answer indicates that in the item of never there is 25%, in the item of sometimes there is 50%, and in the last item of always corresponding to 25%. Besides, the ninth question: Do the students pay attention when the teacher is explaining? The results indicate that the lowest proportion is the item of sometimes with 25%, and the highest proportion is the always item with 75%. In the tenth question: Are the students polite when adults come into the classroom? The results show that the items of always and sometimes have the same proportion with 50%. In the eleventh question: Do the students respect their teacher either outside or inside the classroom? The answer indicates that the lowest proportion in sometimes item is 25% and the highest proportion is the item of always with 75%. In the twelfth question: Do the students work properly with the teacher? The results indicate that the lowest proportion is the item of sometimes with 25%, and the highest proportion is the always item with 75%. In the thirteenth question: Does the teacher rewards students’ good behavior? The results show that the items of always and sometimes have the same proportion with 50%. Finally, in the fortieth question: Do the students respect teachers who arrive late to class? The answer is sometimes corresponding to the lowest with 25% and always is the highest proportion with 75%.

Table 2: Behaviorist model at Elementary level at “Manuela Espejo” School

N° 1 2

Criteria Does the teacher requires complete silence to speak? Does the teacher asks students to greet and to behave when anyone else comes into class?

Never Sometimes Always 25% 75% 100%

4 5 6 7 8 9

100% Are the students learn the language through repetition? Does the teacher reinforces good behavior by giving extra points or special rewards? Does the teacher allow eating in class? Does the teacher is who facilitates/enables knowledge? Does the teacher asks students to sit down properly? Are the students’ assignments completed by memorization? Do the students pay attention when the teacher is explaining? 40

100% 50%

50% 100% 100%

100% 25%

75%

10 11 12 13 14

50%

25%

75%

50%

25%

75%

Do the students respect teachers who arrive late to class?

50%

Source: Elementary level Created by: Arroba, E; Campusano, N; Cando, S; Castro, J. (2019)

Figure 2

Behaviorist model at Elementary level at “Manuela Espejo” School Question 14 Question 13 Question 12 Question 11 Question 10 Question 9 Question 8 Question 7 Question 6 Question 5 Question 4 Question 3 Question 2 Question 1 0%

20%

40%

60%

Never

Sometimes

80%

100%

120%

Always

Source: Elementary level Created by: Arroba, E; Campusano, N; Cando, S; Castro, J. (2019) Analysis and Interpretation According to the information recollected, the results show that in the question number 1: Does the 41

teacher requires complete silence to speak? The response is sometimes consistent the lowest with 25% and always is the highest proportion with 75%. Instead, in question number 2: Does the teacher asks students to greet and to behave when anyone else comes into class? The result is about 100% in the always item. Therefore, in question number 3: Are the students learn the language through repetition? The answer in the same way in the item of always corresponding to 100%. Likewise, in question number 4: Does the teacher reinforces good behavior by giving extra points or special rewards? The results show a proportion of 100% that represents the item of always. In addition, in question number 5: Does the teacher allow eating in class? The results show that the items of always and sometimes have the same proportion with 50%. In question number 6: Does the teacher is who facilitates/enables knowledge? The answer in the item of always is the highest proportion equivalent to 100%. Similarly in question number 7: Does the teacher asks students to sit down properly? The result is about 100% in the always item. In question number 8: Are the studentsâ&#x20AC;&#x2122; assignments completed by memorization? The answer indicates that in the item of sometimes there is 100%. Further, in question number 9: Do students pay attention when the teacher is explaining? TFurtherts in question the lowest proportion is the item of sometimes with 25%, and the highest proportion is the always item with 75%. In question number 10: Are the students polite when adults come into the classroom? The results show that the items of always and sometimes have the same proportion with 50%. In question number 11: Do the students respect their teacher either outside or inside the classroom? The answer indicate that the lowest proportion in sometimes item is 25% and the highest proportion is the item of always with 75%. In question number 12: Do the students work properly with the teacher? The results show that the items of always and sometimes have the same proportion as 50indicatesestion number 13: Does the teacher rewards studentsâ&#x20AC;&#x2122; good behavior? The results indicate that the lowest proportion is the item of sometimes with 25%, and the highest proportion is the always item with 75%. Finally, in question number 14: Do the students recipect teachers who arrive late to class? The results show that in sometimes and always items corresponding to the same proportion with 50%.

Table 3: Behaviorist model at High School level at “Manuela Espejo” School N° 1 2 3 4 5 6 7 8 9

10 11 12 13 14

Criteria Does the teacher requires complete silence to speak? Does the teacher asks students to greet and to behave when anyone else come into class? Are the students learn the language through repetition? Does the teacher reinforces good behavior by giving extra points or special rewards? Does the teacher allow eating in class? Does the teacher is who facilitates enables knowledge? Does the teacher asks students to sit down properly? Are the students’ assignments completed by memorization? Do the students pay attention when the teacher is explaining?

Never Sometimes Always 50% 50% 100% 100% 100% 50%

50% 100% 100%

100% 25%

75%

Are the students polite when adults come into the classroom? Do the students respect their teacher either outside or inside the classroom? Does the students work properly with the teacher? Does the teacher rewards students’ good behavior?

50%

75%

25%

50%

Do the students respect teachers who arrive late to class?

50%

Source: Elementary level Created by: Arroba, E; Campusano, N; Cando, S; Castro, J. (2019)

Figure 3

Behaviorist model at High School level at â&#x20AC;&#x153;Manuela Espejoâ&#x20AC;? School Question 14 Question 13 Question 12 Question 11 Question 10 Question 9 Question 8 Question 7 Question 6 Question 5 Question 4 Question 3 Question 2 Question 1 0%

20%

40% Never

60% Sometimes

80%

100%

120%

Always

Source: High School level Created by: Arroba, E; Campusano, N; Cando, S; Castcorresponding) Analysis and Interpretation According to the information recollected, the results show that in the first question: Does the teacher requires complete silence to speak? The answer is sometimes correspondin to the lowest with 50% and always is the highest proportion with 50%. On the other hand, in the second question: Does the teacher asks students to greet and to behave when anyone else comes into class? The answer in the item of always is the highest proportion equivalent to 100%. Therefore, about the third question: Are the students learn the language through repetition? The answer in the item of always is the highest proportion corresponding to 100%. Also, in the next question: Does the teacher reinforces good behavior by giving extra points or special rewards? The answer in the item of always is the highest proportion equivalent to 100%. In addition, in the fifth question: Does the teacher allow eating in class? The answer shows that sometimes is the highest proportion with 50%, and the items of never and always have the same result, both with 50%. In the sixth question: Does the teacher is who 44

facilitates/ enables knowledge? The answer in the item of always is the highest proportion equivalent to 100%. In the same way the seventh question: Does the teacher asks students to sit down properly? The result is about 100% in the always item. The eight-question: Are the studentsâ&#x20AC;&#x2122; assignments completed by memorization? The answer in the item of sometimes is the highest proportion equivalent to 100%. Besides, the ninth question: Do students pay attention when the teacher is explaining? The results indicate that the lowest proportion is the item of sometimes with 25%, and the highest proportion is the always item with 75%. In the tenth question: Are the students polite when adults come into the classroom? The results show that the items of always and sometimes have the same proportion with 50%, and the highest proportion is the always item with 50%. In the eleventh question: Do the students respect their teacher either outside or inside the classroom? The answer indicates that the lowest proportion in sometimes item is 50% and the highest proportion is the item of always with 50%. In the twelfth question: Do the students work properly with the teacher? The results indicate that the lowest proportion is the item of sometimes with 75%, and the highest proportion is the always item with 25%. In the thirteenth question: Does the teacher rewards studentsâ&#x20AC;&#x2122; good behavior? The results show that the items of always and sometimes have the same proportion with 50%, and the highest proportion is the always item with 50%. Finally, in the fortieth question: Do the students respect teachers who arrive late to class? The answer in sometimes corresponding the lowest with 50% and always is the highest proportion with 50%.

7. CONCLUSIONS 

In conclusion, the teaching by repetition is the method more used in the classroom to teach students about the English language.



The students work properly with the teacher during the class because they are participatory but not all students acquire a significant knowledge due to constant use the teaching by repetition.



The students sometimes do not pay attention when the teacher is explaining because they are easily distracted.



In conclusion, the behaviorism is very important because it helps to the development of the students and increases the learning.

8. RECOMMENDATIONS 

It is advisable that teacher uses more teaching methods such as the inductive method that allows students to have criteria and analysis where they study the examples and from these examples describe an understanding of the Topic.



The teacher should monitor the class in order to control student's behavior during the activities and make sure that everyone get involved.



It is recommended the constant use of technological resources to improve the appropriate reception of the students' knowledge about the English language and dynamic activities during the classes.



The teacher could rewards students’ good behavior with extra points when they are polite.

9. BIBLIOGRAPHY: Bryant, M. (2018). Swinburne Business School. Conducting Observational Research, 5. Foundation, T . (2019). How ReadingBrightStart.org Promotes Repetition. The Nemours Foundation, 1. Retrieved from http://www.readingbrightstart.org/articles-for-parents/lets-repetition-important/ Gonzalez, P. O. (2015). EFL Teaching in the Amazon Reguion of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking skills. English: Languages Teaching, (8)8, 94. Retrieved from http://www.ccsenet.org/journal/index.php/elt/article/view/51406 Jarošová, E., Lorencová, H., Půbalová, K., & Šedivý, L. (2017). Teaching methods in mba and lifelong learning programmes for managers. Journal on Efficiency and Responsibility in Education and Science, 10(3), 86-92. Retrieved from https://www.eriesjournal.com/index.php/eries/article/view/164/154 Fahrutdinova, R., Fahrutdinov, R., & Yusupov, N. (2016). The Model of Forming Communicative Competence of Students in the Process of Teaching the English Language. International Journal of Environmental and Science Education, 11(6), 1285-1294. Retrieved from https://files.eric.ed.gov/fulltext/EJ1114407.pdf Norin, V., Norina, N., & Pukharenko, Y. (2018). Interactive methods of teaching at Russian engineering universities. Education and Information Technologies, 23(6), 2801-2820. Retrieved from https://link.springer.com/article/10.1007/s10639-018-9742-2 Dawadi, S. (2016). Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics, (44)4, 23 . Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12053 Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review,(3)2, 210. Retrieved from https://www.researchgate.net/publication/275633876_On_the_roles_of_repetition_in_language _teaching_and_learning Lynch, T., & McLean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research ,(4)3, 250. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/136216880000400303 Aldahdouh, A., António J., Osório, and Susana, P. (2015). “Understanding Knowledge Network, Learning and Connectivism.” International Journal of Instructional Technology and Distance Learning October 12(10):3–21. Retrieved from https://files.eric.ed.gov/fulltext/ED572896.pdf Moore, Jay. (2016). “Behaviorism.” Mind 36(142):262–63. Yarbrough, Jillian Ruth. (2018). “Adapting Adult Learning Theory to Support Innovative, Advanced, Online Learning-WVMD Model.” Research in Higher Education Journal 35:1–15. Retrieved from https://files.eric.ed.gov/fulltext/EJ1194405.pdf 47

Veletsianos, G. (2010). A definition of emerging technologies for education. Emerging technologies in distance education, 3-22. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1078 Ng'ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model. British Journal of Educational Technology, 44(4), 652-661. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12053 Abramova, I. V., Shilova, Z. V., Varankina, V. I., & Rubanova, I. V. (2019). Pedagogical Model of Integrative-Modular Training in Professional Preparation of Students. European Journal of Contemporary Education, 8(1), 187-200. Retrieved from https://files.eric.ed.gov/fulltext/EJ1212196.pdf

INTERNSHIP REPORT

REFLECTION

The subject of Communicative Grammar helps in a significant manner in the contribution of the ideal representation of Exit Profile, Pedagogical Model and the internships.

The contribution to the program exit profile is related to the necessary tools for applying didactic strategies and methodological resources for the teaching of the English language with students of the initial level and / or basic general education with flexibility, effectiveness and efficiency in the diversity of contexts and learning environments.

The subject of Communicative Grammar helps me to create new ways to teach grammar through texts. Also I learn about model how to teach grammar from examples for children and how apply some effective ways for teaching grammar inductively. In addition I can define some methods and approaches for grammar teaching and learning. Finally I can identify and recognize some grammatical concepts in language learning for teaching

On the other hand this subject helped me to have a better disbursement in the process of preprofessional practices because thanks to the acquired concussions can help the students of the educational centers where he did the practices and

I can identify some important ways of how the

children learns .

In conclusion, the subject of Communicative Grammar is very important for student development because, through this syllabus, you can establish didactic principles of the English language grammar with a communicative approach in a socio-cultural. In addition, this subject allows a better academic formation of the students to become competent professionals in the academic area.