UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY,...

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UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION

EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

SCHOOL OF LANGUAGES AND LINGUISTICS EDUCATIONAL PROJECT

TOPIC INFLUENCE OF IDIOMS ON ORAL PRODUCTION

PROPOSAL DESIGN OF A BOOKLET OF ORAL EXERCISES ABOUT

IDIOMS TO ENHANCE THE ORAL PRODUCTION.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF LICENSING IN SCIENCES OF

EDUCATION, MAJOR IN LANGUAGE Y ENGLISH

RESEACHERS JACQUELINE MARIA ANDRADE SUAREZ

ANA MARIA ULPO QUIZHPI

DIRECTED BY: MSC. JACQUELINE LOPEZ

GUAYAQUIL – ECUADOR 2017

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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero DEAN SUB-DEAN MSc. Alfonso Sánchez Ab. Sebastián Cadena Alvarado DIRECTOR GENERAL SECRETARY

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Guayaquil, 17 de Octubre de 2017. MSc. SILVIA MOY-SANG CASTRO, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el tema: Influencia de modismos sobre la producción oral. Propuesta: Folleto de

ejercicios orales sobre modismos para mejorar la producción oral.

English Topic: Influence of idioms on oral production. Proposal: Booklet of oral exercises

about idioms to enhance the oral production. Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación. Atentamente, ____________________________ ____________________________ Jacqueline María Andrade Suárez. Ana Maria Ulpo Quizhpi C.I. 0930524137 C.I. 0930122585

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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL

PROYECTO TEMA: INFLUENCE OF IDIOMS ON ORAL PRODUCTION. BOOKLET OF ORAL EXERCISES ABOUT IDIOMS TO ENHANCE THE ORAL PRODUCTION.

APROBADO

______________________________ Tribunal No 1

________________________ _________________________ Tribunal No 2 Tribunal No 3 _____________________________ ____________________________ Jacqueline María Andrade Suarez Ana María Ulpo Quizhpi C.I. 0930524137 C.I. 0930122585

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EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ______________ EQUIVALENTE A: ___________________

Quantitative and qualitative grade declaration

TRIBUNAL

______________________________

________________________ _________________________

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DEDICATION

The present work is dedicated first to God, who allowed me to successfully

complete this beautiful stage of my life, a stage in which I could

understand and value each one of the blessings with which he surrounds

me.

To my parents for their advice and examples that have guided me

throughout my life. To my husband for all the spirit that gives me day by

day to reach all my goals, but above all to my son David by all his love that

is the force of my happiness and my aspirations to look for something

better for you dear son.

Jacqueline Maria Andrade Suárez

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DEDICATION

My thesis, I dedicate with all my love and affection to my beloved husband

Christian Balseca for his effort and sacrifice, for supporting me in this race

for our future and for believing in my ability, although we have spent

difficult times and he has always been giving me his understanding, my

love and love.

To my beloved children Benjamin, Dulce Maria, and Caleb for being my

source of motivation and inspiration to be able to surpass me every day

more and thus to be able to fight for that life gives us a better future.

To my beloved mother and brothers who with their words of

encouragement would not let me fall to continue and always persevering

and fulfilling my ideals.

To my colleagues and friends present and past, who without expecting

anything in return shared their knowledge, joys and sorrows and all those

people who during these five years were by my side supporting me and

made this dream come true.

Thank you all.

Ana María Ulpo Quizhpi

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ACKNOWLEDGEMENTS

To God for all the patience, effort and dedication he has given me throughout the entire career. For my parents, husband and son for all their support. Also to my teachers for sharing all their knowledge, in a special way to my tutor, for her uprightness in her profession as a teacher, for her advice to successfully complete the present work. To my thesis partner for all her cooperation, more than a partner a great friend.

Jacqueline Maria Andrade Suárez

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ACKNOWLEDGEMENTS

My gratitude goes to those who have helped me along the way and have

guided me on the right path, to God, who is always with me helping me to

learn from my mistakes and not to commit them again, you are the guide

of the destiny of my life. This gratitude is also addressed to a very special

person who with great dedication, patience, was always by my side and

when it seemed that it was difficult she taught me that desire something

enough to reach it and together we achieve it is my thesis partner

Jacqueline whom I thank infinitely.

Thank you so much.

Ana María Ulpo Quizhpi

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GENERAL INDEX

GENERAL INDEX PRELIMINARY PAGES Authorities .................................................................................................. ii

Tutor’s report ............................................................................................. iii

Copyright declaration ................................................................................ iv

Approval declaration .................................................................................. v

Quantitative and qualitative grade declaration .......................................... vi

Dedication ................................................................................................ vii

Acknowledgements .................................................................................. ix

GENERAL INDEX ..................................................................................... xi

Spanish abstract .......................................................................................xv

Abstract ................................................................................................... xvi

Introduction………………………………………………………………………1 CHAPTER I THE PROBLEM

Context of the investigation ........................................................................ 2

Conflict situation ......................................................................................... 3

Scientific fact .............................................................................................. 3

Causes ....................................................................................................... 4

Problem formulation ................................................................................... 4

Objectives .................................................................................................. 4

General objectives ..................................................................................... 4

Specific objectives ..................................................................................... 5

Scientific questions .................................................................................... 5

Justification ................................................................................................ 5

CHAPTER II THEORICAL FRAMEWORK

Background ................................................................................................ 8

Theoretical foundation ............................................................................. 10

Linguistic foundation ................................................................................ 10

Didactic foundation .................................................................................. 14

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Pedagogical foundation ........................................................................... 16

Psychological foundation ......................................................................... 19

Sociological foundation ............................................................................ 20

Philosophical foundation .......................................................................... 22

Legal foundation ...................................................................................... 22

CHAPTER III

METHODOLOGY,PROCESS ANALYSIS,RESULTS AND DISCUSSION

Methodological Design ............................................................................. 25

Types of research .................................................................................... 26

Descriptive ............................................................................................... 26

Explanatory .............................................................................................. 27

Population and sample ............................................................................ 27

Operationalization of the variables ........................................................... 28

Methods of the research .......................................................................... 29

Analysis – Synthesis: ............................................................................... 29

Inductive – Deductive ............................................................................... 29

Statistical method ..................................................................................... 30

Analysis and interpretation of results ....................................................... 32

Pearson Chi square test. ......................................................................... 42

Analysis Chi square test: ......................................................................... 43

Correlation between variables.................................................................. 43

Conclusions and recommendations ......................................................... 44

CHAPTER IV

PROPOSAL

TITLE ....................................................................................................... 45

Justification .............................................................................................. 45

Objectives ................................................................................................ 45

General Objective .................................................................................... 46

Specific objectives ................................................................................... 46

Feasibility for its application ..................................................................... 46

Financial. ................................................................................................. 46

Legal ........................................................................................................ 46

Human resources ..................................................................................... 46

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Political: ................................................................................................... 47

Theoretical aspects .................................................................................. 47

Linguistic aspect. ..................................................................................... 47

Didactic aspect: ........................................................................................ 47

Pedagogical aspect. ................................................................................. 47

Legal aspect............................................................................................. 48

Description of the proposal ...................................................................... 48

Methodological Recommendations .......................................................... 49

Conclusions ............................................................................................. 51

REFERENCES ....................................................................................... 52

BIBLIOGRAPHY .................................................................................... 53

Annexes………...……………………………………………………………...56

Proposal………………………………………………………………………..83

INDEX OF TABLES

Table 1: Types of idioms ......................................................................... 12

Table 2: Activities type ............................................................................ 15

Table 3: Elements for cooperative learning .............................................. 17

Table 4: Population and sample………………………………………… ..... 27

Table 5: Operationalization of the variables……………………….………..28

Table 6: survey´s frequency and percentage. Item N° 1 .......................... 32




Table 10: survey´s frequency and percentage. Item N° 5 ........................ 36

Table 11: survey´s frequency and percentage. Item N° 6 ....................... 38

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Table 12:survey´s frequency and percentage. Item N° 7 ......................... 39



Table 15: survey´s frequency and percentage. Item N° 10 ...................... 41

Table 16: Influence of idioms on Oral Production .................................... 42

Table 17: scope and sequence………………..……………………………..50

INDEX OF GRAPHICS

Graphic 1: Survey item N° 1……………………………………………….32









Graphic 10: Survey item N° 10…………………….………………………41

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SITEMA DE EDUCACIÓN: PRESENCIAL ESPECIALIZACIÓN: LENGUA INGLESA Y LINGÜÍSTICA

RESUMEN

En la investigación la causa de las deficiencias de la producción oral en

los estudiantes de segundo año de bachillerato sección “E” del Colegio

Fiscal “Vicente Rocafuerte”, (V.R). los autores de este proyecto realizaron

esta investigación. Su propósito era saber si los modismos influían en la

producción oral del inglés como idioma extranjero; de esta forma los

modismos serian la causa del problema investigado. Para implantar bases

teóricas los autores de este proyecto tuvieron que asesorarse con

trabajos referentes a los modismos y la producción oral. Los siguientes

métodos fueron usados para el trabajo investigativo: métodos teóricos,

tales como análisis-síntesis, inductivo-deductivo, lógico-histórico,

sistémico estructural-funcional; métodos estadísticos; además técnicas

empíricas como observaciones, entrevistas y encuestas. Estas técnicas

llegaron a ser instrumentos; aquellos instrumentos fueron aplicados a la

población que tenía el problema. Una vez que se obtuvo el resultado de

cuya investigación, los autores llegaron a la deducción que los modismos

si influyen en la producción oral. Por esto ellos justifican y sugieren un

material educativo de apoyo para reforzar los modismos en la producción

oral; este es un folleto de ejercicios de modismos para fortalecer o

mejorar la producción oral.

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UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

ABSTRACT

In the investigation the cause of the deficiencies of oral production in the

students of 2ND year section “E" at “Vicente Rocafuerte" (V.R) Public High

School, the authors of this project carried out this investigation. Its purpose

was to know if the idioms influenced the oral production of English as a

foreign language; in this way the idioms would be the cause of the

problem investigated. In order to establish theoretical bases, the authors

of this project had to consult with works related to idioms and oral

production. The following methods were used for the investigative work:

theoretical methods, such as analysis-synthesis, inductive-deductive,

logical-historical, systemic-structural-functional; statistical methods; as well

as empirical techniques such as observations, interviews and surveys.

These techniques became instruments; those instruments were applied to

the population that had the problem. Once we obtained the result of whose

research, the authors came to the conclusion that idioms do influence oral

production. For this reason they justify and suggest an educational

material of support to reinforce the idioms in the oral production; this is a

booklet of exercise of idioms to strengthen or improve oral production.

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INTRODUCTION

The authors of this project decided to investigate the influence of idioms in

the oral production in English due to the demonstration of a problem that

the students in 2nd year of baccalaureate "E" of the Public High school

Vicente Rocafuerte. Their problem was that the students did not

understand idioms and neither do they know how to speak or express

themselves in the English language. Inquiring in this subject allows the

authors to determine if the idioms influence the oral production to the point

of being the cause the deficiency in the oral production.

This research will be based on a theoretical framework; it was based on

an analysis of strategies, methods, techniques, theories linked in the

development of oral production and learning of idioms suggested by

several authors. It also gives a solution to this problem which will be of

help for our initial objective of such research. To improve the English

language and have a satisfactory education for our society. This research

was based on different methods and techniques

Chapter I

It shows the problem and the factors of the investigation.

Chapter II

It presents the different methods, techniques and strategies of several

authors which were applied in this project.

Chapter III

It explains the methodology used, the results, and the interpretation once

the research instruments have been applied.

Chapter IV

Shows the solution exposed for that problem

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CHAPTER I

THE PROBLEM

Context of the investigation

The learning of a second language does not only imply the

frequency in application of vocabulary in the classroom for the

development of the oral production, it implies the use and the development

of expressions their meaning is not literal, it is adapted accordance with

the cultural environment cultural meaning. As the use of idioms help

students to optimize oral production and understand easily the language.

Idioms reflect a cultural linguistic that allow speakers express an

idea with little words. The students of 2nd year of Bachillerato section “E”

of Vicente Rocafuerte high school of Guayaquil city they showed

insufficient interest in the learning of idioms in the English language,

through a bibliographical, statistical and field research, which makes it

difficult the development of oral production.

Vicente Rocafuerte Superior Technological Institute, founded in

December 6, 1841 attending the requirement of the Governor of

Guayaquil, as well as the president of Ecuador Juan José Flores. The 10

of December of 1900 was granted by legislative decree of the National

Congress the name of Colegio Nacional "Vicente Rocafuerte". Located in

the Guayaquil city in the street José Vélez Villamar 2203.

With 171 years of history, from its beginnings the school was mixed until

1937, later it was decided that it will be only for boys. On April 29, 2005,

the National Council of Higher Education (Cones up) approved the

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establishment as a Higher Technological Institute. Due to the education

law implemented under the government of the president Rafael Correa, so

that the school returned to be working as a mixed school in 2012.

Conflict situation

The researches evidenced that in the high school there are no

resources focused in the handling of idioms for the development of the

oral production, which shows the insufficient use of certain expressions

that are part of learning process of the language. Students are not ready

to use idioms because first they have to learn and recognize what kind of

idioms is necessary for each situation according to context analyzing the

meanings of some common English language idioms.

Another factor is that the teaching system of the teacher consists of

searching word by word in the dictionary having a textual translation; this

establishes that students cannot interpret idioms on oral production on a

contextual way.

Therefore, the results indicate that the domain in the oral

production of the English language does not agree with the standardized

level B1.1 according to the Ecuadorian Government, since they are not

able to express idioms to maintain a dialogue according to their standard

levels.

Scientific fact

(Ecuador está entre los países con el nivel más bajo de inglés,

2014) El Telégrafo. A score of 46.90 out of 100 placed in Ecuador in the

48th place, with the lowest level of English among 60 countries in the

world, according to an assessment by Education First (EF). This is an

international company specialized in the language teaching.

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The results obtained by the private academy do not vary much from

the test carried out by the Ministry of Education (Mineduc). In 2009, the

state portfolio underwent an English test for students in the tenth grade

and third year of high school, which was 13 out of 20.

The scientific facts of the present investigation are difficulties in the

development of oral production in students of 2nd year of Bachillerato

section E of the Vicente Rocafuerte high school the city of Guayaquil,

academic period 2017-2018.

Causes

Based on the diagnostic test performed were identified the following

causes:

- Limited resources for the development of idioms.

- Insufficient use of idioms.

- Problems to interpret idioms.

Problem formulation

How do idioms influence in the development of oral production in

students of 2nd year of Bachillerato section “E” of Vicente Rocafuerte high

school, Guayaquil Canton, city of Guayaquil, Ximena parish, zone 8,

district 3, academic period 2017-2018?

Objectives

General objectives

To determine the influence of idioms in the development of oral

production through a bibliographical and statistical field research for the

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design of a booklet of oral exercises about idioms to enhance the oral

production.

Specific objectives

- To value idioms through a bibliographic, statistical and field

research.

- To characterize the development of oral production through a

bibliographic, statistical and field research.

- To design of a booklet of oral exercises about idioms to enhance

the oral production through the interpretation of data obtained.

Scientific questions

- What is the current situation of students of 2nd year section “E” of

Bachillerato of Vicente Rocafuerte high school with respect to the

development of the oral production?

- Which can be the causes that influence the development of oral

production?

- What are the theoretical foundations that support the development

of oral production in relation to idioms?

- How do idioms influence the development of oral production?

- How does a booklet with oral exercises about idioms influence to

enhance oral production based on idioms?

Justification

The present investigation is pertinent because the idioms are

fundamental element for the purpose of the English language. Students of

2nd year of Bachillerato section “E” of Vicente Rocafuerte high school,

through a bibliographic, statistical and field research, they showed

insufficient interest in the learning of idioms in the English language, which

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makes it difficult to develop oral production. The solution offered by the

work will give a significant advance to oral production through exercises

on idioms in which students will have to interact to produce what they have

learned

(Dixson, 2004) Explains that “The use of idioms is so widespread

that an understanding of these expressions is essential to successful

communication, whether in listening, speaking, reading, or writing”. It said

that application of expressions are fundamental for people express

naturally, whose meaning is not composite, because is not derived from

that of its components.

This project is based on the Constitution of Ecuador, its title II,

called “rights”; chapter II, the fifth section that is “education”; article 27

“Education will focus on the human being and shall guarantee holistic

human development, in the framework of respect for human rights, a

sustainable environment, and democracy; education shall be participatory,

compulsory, intercultural, democratic, inclusive and diverse, of high quality

and humane; it shall promote gender equity, justice, solidarity and peace;

it shall encourage critical faculties, art and sports, individual and

community initiatives, and the development of competencies and

capabilities to create and work ”.

One of the main objectives of the Foreign Language Curriculum of

the Ministry of Education of the Ecuadorian government is to develop the

personal, social and intellectual skills necessary to reach their potential to

participate productively in a globalized world that operates in English. This

project does not only pretend to foment the use of idioms as a part of

vocabulary, the project pretends the use of idioms as an important part of

oral production in context knowledge.

Education is indispensable for knowledge, exercise of rights and

building a sovereign country and it is a key strategy for national

development. The Ecuadorian standards of English education for the first

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year of Bachillerato corresponds to level B1.1 and according to the

EUROPEAN COMMON FRAMEWORK OF REFERENCE FOR

LANGUAGES corresponds to level B1. Indicating the ability to participate

spontaneously in conversations that address everyday issues of personal

interest or that are relevant to everyday life (eg, family, hobbies, work,

travel and current events). Link phrases in a simple way in order to

describe experiences, hopes, to justify opinions and projects, narrate the

plot of a story, film, book and describe reactions.

According to the NATIONAL PLAN OF GOOD LIVING objective

4.8 literal C “To develop pedagogical instruments that allow the

interculturality of the educational system”. The research work focuses on

idioms as they represent the cultural aspect of a community of speakers,

this will allow students to participate in a context depending on the

situation.

One of the main objectives of the Foreign Language Curriculum of

the Ministry of Education of the Ecuadorian government is to develop the

personal, social and intellectual skills necessary to reach their potential to

participate productively in a globalized world that operates in English. This

project does not only pretend to foment the use of idioms as a part of

vocabulary, the project pretends the use of idioms as an important part of

oral production in context knowledge.

Therefore the investigation work is innovative because implement

oral exercises as tools that allow to improve the use of idioms where the

beneficiaries will be mainly the students that allow them their development

in the oral production of the English language. Teachers will benefit

because they will be able to apply the exercises as guides improving

resources in the use of idioms and parents or representatives will see a

short and long time a result positive in students´ oral production.

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CHAPTER II

THEORETICAL FRAMEWORK

Background

Within the Bibliography found on the Internet from the last 5 years it

was evidenced that there are research works concerning to the topic of the

present work. Among the works that are related to the topic raised have been

found the following:

Villalba & Taberoa (2012) in their research work: "Teaching Idiomatic

Expressions in English as a Foreign Language” to obtain the degree of

Bachelor of Education in English Mention; research that presents an analysis

of different theories that support the study of these expressions for the

development and improvement of communicative skills in English. Through

observations in the classroom, the researchers realized little use of these

expressions by teachers.

Nevertheless, teachers manifest interest that the learning of these

expressions is deepened through different strategies or didactic methods.

Researchers do an analysis of different theories that support the study of

these expressions for the development and improvement of communicative

skills in English.

Proaño Valdiviezo (2013) " the idiomatic expressions in oral

communicative development of English in students of 9th basic cycle years of

Mayor Pedro Traversari school” Thesis presented as a requirement to opt the

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bachelor's degree in Education Sciences Plurilingual of Universidad Central

del Ecuador, Philosophy Faculty.

Thesis focuses in the use of idiomatic expressions or idioms as a

significant importance in a contextual situation, referring to importance of

idiomatic expressions in the oral communication because they express a

social and cultural contain. Through Quantitative-qualitative investigation

showed that the causes are the strategies of teaching and the limit tools the

for use of idiomatic expressions or idiom.

KHAN & CAN (2014) “Idioms in materials designed by EFL teacher-

trainees”. Participants were students of fourth-year of Department of English

Language Teaching in a state university in Turkey. This study analyses the

use of idioms in the English language in the Turkey University.

The objective of this study is to investigate EFL teachers' perceptions

of their language knowledge, language attitudes and their use of materials in

internal instructional materials. Through the analysis of quantitative and

qualitative data because professionals do not incorporate the use of idioms in

a way to help to improve the communicative competence of students.

The analysis of the data also reveals that the documents have an

idiomatic learning experience for what might have been influential in the use

of materials, although it shows positive attitudes towards language

instruction. The study has important dimensions that are not far removed from

our reality by limiting with imported materials for the use of idioms.

In the bibliographic search in the repository of the University of

Guayaquil in the Language and Linguistics School of the Faculty of

Philosophy, it was found that the thesis work of Aroca Fajardo & Castro

Vaque (2013) with the topic: “How to manage the streght the English learning

with pleasant idiomatic expression”. With the proposal “Design and

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application of booklet with selected idiomatic expressions using ludical

techniques”. This research contributes as reference in the use and

importance of idiomatic expressions in the English language, contributing with

motivating activities to facilitate the learning of the student.

The previous works contributed significantly to the foundations of the

work exposed, giving importance to the idioms to develop the oral production

of English. Taking into account strategies, activities, methodologies and

techniques emphasizing the use of idioms within a context not only within the

classroom but actively in a community of native speakers.

Theoretical foundation

Linguistic foundation

Classically the idioms are conceptualized as fixed expressions of a

group of words whose meanings cannot be said from a literal meaning of the

individual words that form these expressions. This argument is corroborated

with "idioms are multi-word expressions which cannot be understood literally

even if we know the meaning of the words in phrase and the grammar of the

phrase" (Bahador & Atefeh, 2014, p.248).

That is also confirmed by ELSHIEKH, EDDIN SADEQ, & AZMI ( 2014)

as:

Any language is not merely confined to lexemes and grammar rules.

There are, indeed, some linguistics phenomena that can hardly be

interpreted by merely looking at the dictionary meaning of lexical items

and/or the formal features of syntax and grammatical structures. A

case in point is idioms (…) (p.1).

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The idioms do not have a literal translation and by limiting with all the

terms before mentioned it could be interpreted that the idioms depend on

traits, thoughts, acts, knowledge, experiences that are distinctive and peculiar

in an individual or in a group of individuals considered as linguistic

idiosyncrasy. The use of idioms carried out through cognitive processes

from a cognitive linguistic approach.

The work of thesis gives a cognitive linguistic approach, although

idioms do not have relation between their grammar and lexico in order that

the speaker use of these and understand them easily.

Agreement with Nora ( 2011) This is due to the fact that idioms

have three essential cognitive concepts: the metaphor, metadomy and the

conventional knowledge. The metaphor that is to say a phrase is given but to

be understood it has to be related through the relation of concepts, metadomy

is the substitution of words for others that have a narrow meaning for example

the idiom "He writes to fine hand" meaning good handwriting and the

conventional knowledge is to say what he knows by the experiences and the

environment.

For example 'Grinning like a Cheshire cat' the meaning is a very wide

smile, but because you should smile widely the reason is very easy almost

everyone knows that Chereshire is Alice's cat in Wonderland and quickly

associate it with its most outstanding feature. Another example is Men in Blue

referring to policeman, because it quickly identifies with the blue uniform that

the policemen use

Both examples clearly show that idioms come from cognitive

processes but that they depend on the underlying meaning of their parts

(lexicon) to form a semantic structure. This is supported by Langlotz(2006)

“the overall meaning of an idiomatic construction is a semantic extension from

the compositional result of the meanings of its lexical constituents” (…) ( p4.).

https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiP0Mbop9PUAhXLQyYKHdHPAQMQFgghMAA&url=http%3A%2F%2Fwww.phrases.org.uk%2Fmeanings%2Fgrinning-like-a-cheshire-cat.html&usg=AFQjCNFOc5SNx6BbNdiQDvYzFi9bjIyK2A

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According to Langlotz the expressions called Idioms possess a colorful

linguistics aspects pertaining to a certain culture, which makes it difficult to

classify them. But in contrast to this dimension McCarthy & O´Dell (2002)

Indicates the types of idioms:

Table: 1

Types of dioms Examples

Verb+Object Draw the line at something

Prepositional Phrases

(prepositional+noun phrase) She was angry at me for reading her

letters.

Binomial (word+word) High and might

Simile (as+adjective+as+noun) As blind as a bat

Conversational Phrases Long time no see

Sayings/Maxims/ Proverbs Every little helps: don not count your

chickens before they are hatched

Source: English Vocabulary in use (Advance) book Adopted by Jacqueline Andrade, Ana Ulpo

The present project proposes to implement the types of idioms of a

linguistic form cognitive helping the students to implement the use of idioms in

context. Through the didactic pedagogical strategies and activities presented

in the present research, it is proposed to reach with the students the following

dimensions of the oral production of the language.

The following authors Housen , Kuiken, & Vedder (2012) indicate the

dimensions of oral production are based: complexity, fluency and accuracy.

Which are analyzed follows:

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1. Complexity is the ability to use a more advanced vocabulary free

of errors. Complexity is divided into two parts cognitive and linguistic.

Cognitive complexity is to recognize when, how and why to use a certain

vocabulary free of errors helping to increase production in the student, while

linguistic complexity refers to knowing well the functional semantics, know

well a broad and varied repertoire of structures and vocabulary.

2. Accuracy is the ability to handle language or vocabulary error free.

That also explains Gashan (2014) accuracy is the ability to produce words or

phrases already learned without any mistakes and if they have to be minimal

to correct them during learning, this will help the students to learn a correct

structure of idioms and know how that to use them so that their

communication will be diverse and varied.

3. Fluency is the ability to produce speech with the characteristics of a

native is paused without hesitation and comprehensible. The same way that

Szpotowicz ( 2012) suggests that the fluency of a language aims to produce a

number of words per minute pausing at the moment of communication, a

correct distribution of words and speed to produce speech but in a correct

and understandable way, in this way is intended to get the students to

communicate using the different idioms having pause, distribution and speed

at the time of speech.

In this way the booklet to be made will comply with the dimensions

already mentioned so that the student has the ability to handle idioms

correctly, can have an oral production free of errors and a fluency in the

language as a native. Another point of view for this thesis work is the

intercultural communication for students with an adequate perspective in

communicating with the English language, respecting the linguistic (lexical,

semantic) levels in order to be able to fulfill the previously established

dimensions.

14

Didactic foundation

Within the search for activities for the development in the use of idioms

has been found an adaptation of activities (Mechanical, Meaningful,

Processing) For in the teaching of the communication of the language

directed to the grammar, but the adaptation of these activities can be

explained of the following way according to KHAN & CAN (2014):

1. Mechanical practice refers to controlled activities that usually involve

repetition, matching and sentence completion with the aim of practicing

the use of particular language items.

2. Meaningful practice refers to activities in which language is still

controlled but students are required to make meaningful choices.

These activities involve a relatively a lower chance factor with less

predictable responses and require more mental processing on the part

of the students.

3. Communicative practice involves those activities in which the

resulting language is more spontaneous, authentic and not totally

predictable. They involve more meaningful production of the language

items in question. (pp.102, 103)

The mechanical practice is based on exercises of repetition,

substitution for example completing or pointing to idioms already learned with

their meaning. The meaningful practice where students have to make

important decisions, for example, to unite or associate certain idioms with

images that determine their meaning and communicative practice is to give

students real situations where they can apply the use of idioms in a

spontaneous way.

15

In the adaptation of these activities KHAN & CAN (2014) give

examples of exercises for idioms:

Table 2

ACTIVITIES TYPE EXAMPLES

Mechanical

*completing the idioms

*matching idioms with their definitions, parts and pictures

*filling in the blanks in the sentences with idioms

* finding the idioms in the crossword  

Meaningful

*asking for negative or positive connotations of the idioms

*selecting the idiom that illustrates the cartoon

*relating the idioms to the literal meaning of the concept of the unit

*guessing the meaning of the idiom from the context

*paraphrasing the idiom

  *writing a short story using the idioms

Communicative *making sentences using idioms *doing research on the idiom and discussing its meaning

Source: Idioms in materials designed by EFL teacher-trainess Adopted by Jacqueline Andrade, Ana Ulpo

It is very important to emphasize that in the application of these

activities the vocabulary is a fundamental part for the students to understand

the context and to be able to use the idioms. It is proposed to begin with each

lesson with a list of vocabulary Alhaysony (2017) “teachers should allocate

specific class time, as vocabulary learning is a priority if one needs to

communicate productively” (…)( p. 70). The importance of vocabulary for

each lesson is vital to understand the context in which you are working.

16

By understanding the context students form their own meaning and

use of idioms. In the observation to classes it was noticed that when the

students see a fad they do a literal translation and that they do not adjust to

the context in question.

The applications of these activities are for the use of idioms through

activities of oral production. Conforming to Prieto (2007) “When we are going

to work on speaking types of activities chosen (performance, controlled

guided and creative or freer activities)” (…) (p.79). Which are interpreted

follows:

Performance activities: contribute students with chance to

communicate in the language. Professors and students should focus on that

their communication should be comprehensive and then correct some

grammatical error, since the student of the grammatical mistakes fade

practicing the language. This activity serves in this project so that the

students get confidence and will be authentic in what he speaks.

Controlled activities: This activity says the words learned many times

or shows images in which the student has to identify them will help the

students to improve the pronunciation and its structure. Through this activity

the students enhance their pronunciation and the professor corrects those

grammatical errors.

Creative activities: In this activity the student will develop the learned

vocabulary, the structure of the idioms and the communication. Creative is a

great help in this project because the student will be motivated to learn idioms

and will improve his English.

Pedagogical foundation

One of the main theories pointed out in the teaching of English is the

theory of constructivism. Explains Corrales Wade (2009). Each individual

17

builds their own concept of something or skills in the case of learning a

language, which is an important internal process for continuous interaction.

Liu & Zhang (2014) suggest that the theory of constructivism develops

the importance of teaching a foreign language in a contextual way

emphasizing cooperative learning. The thesis work will be based on

cooperative strategies to offer students build their own concept of the use of

idioms.

The cooperative learning strategy is joined with constructivism theory

because it allows students to be more active by creating their own meanings

according to their environment, the justification for using this strategy is

because through the observation to classroom the traditional teaching was

only focused on grammar and a systematic learning. Johnson & Johnson

(1994) Propose 5 elements for cooperative learning to be successful:

Table 3

ELEMENTS FOR COOPERATIVE LEARNING DEFINITION

*Positive interdependence It is a collective effort where the one depends on the other.

*Individual accountability Each student brings with knowledge to achieve a single objective

*Social skills

It is not just about working for a common goal. The teacher must develop an interaction and social process among the students.

*Face to face interaction Students at different levels help others learn.

*Group processing

It is when group members analyze and discuss the process of how they completed the task.

Source: Learning Together and Alone: Cooperative, Competitive and Individualistic Learning. Created by Jacqueline Andrade, Ana Ulpo.

18

Kagan (2014 ) refers that “without being active in one’s own studies, it

is not possible to learn, whatever the subject may be. Cooperative Learning

engages students to work harder than they do in the traditional classroom”

This corporate strategy will help students become active and participatory

members in the use of idioms for oral production.

In the proposed theme of project it is not only desired to teach or oblige

the students to memorize some idioms, what is wanted is the opposite, is to

create true intercultural relations, so that the students have authentic

situations and will be able to use the idioms according to the moment.To

create a context with cooperative learning where strategies are essentials to

develop idioms and improve the oral production of English.

During the investigations were found four techniques that would help in

the development of exercises of the use of idioms for the oral production.

Based on Prieto (2007):

Jigsaw: The teacher is in charge of forming groups of students of

different levels and each member is assigned the work material equally where

the work of each member is essential to determine the task assigned.

Think pair share: Groups of 4 people are made, in the first step the

students think about the subject, in the second step they exchange ideas in

pairs, and in the third step they share the answers with the other pair, to

arrive at a meaning.

Round Robin Brainstorming: The class is divided in 4 or 6 members

for each group, assigned a secretary who wrote down all the ideas on the

chosen topic in a certain time. Through this brainstorming of each member

will determine the meaning of the topic raised.

19

Numbered heads: The class is divided into groups of 4 each member

is assigned a number from 1to 4. The teacher establishes a theme for the

class and asks the students to meet and understand to be able to give a

response as a group, then the teacher says a random number from 1to 4

leaves the student who has the number that the teacher said and responds

the question for their group.

Psychological foundation

Constructivism as one of the main theories for teaching a language

from a psychological point of view destabilize the situation in acquiring skills

and knowledge by helping students form their own meanings of idioms to

improve oral production through cooperative strategies.

To achieve the acquisition of skills and knowledge it is necessary to

establish four elements of constructivist theory according to Liu & Zhang

(2014) are “situation, collaboration, communication and meaning

construction” (p.138). It is necessary to provide situations for the students to

interact with each other and the teacher through cooperative strategies to

help themselves and communicate and thus build the meaning of idioms to

develop it orally.

Liu & Zhang (2014) indicates the collaborative learning since a psycological

approach in:

collaborative learning is based on individual construction, group

members gather their findings, discuss and negotiate meaning, and

finally complete their research report. In this process, students think

actively, participate in discussion and explain their own views. Through

such an interaction with peers, learning contents and social

environment, students can widen and deepen their construction of

20

meaning and extend their skills and knowledge to the fullest potential.

(p.139).

The application of cooperative learning and constructivism from the

psychological aspect is very important in reaching the goals and objectives of

an individual person in a cooperative work has a positive result with the

achievement of the goals and objectives of the rest of the group members.

One of the most used is the psychological methodologiy because of its

meaningful learning. Ausbel (1998) indicates that for Building the meaning

not only depends on the representation that the student makes of the material

logically significant but also that such a student truly possesses the

necessary background in their cognitive structure

It is necessary for the project that the students actively engage in

rediscovering meanings through meaningful learning within situations created

in the classroom as real as possible to the everyday tasks, helping them to

receive experiences and forming meanings to produce their own concepts for

the use of Idioms according to the situations at the moment of developing oral

production. A clear example already mentioned is the idioms “Men in blue”.

Sociological foundation

KHAN & CAN (2014) In their work of investigation justify the use and

social importat of idioms with a high use of the daily comunication of the

natives. For example, fifty percent of the language used are idioms or that

four idioms per minute are used in a conversation. Another example they

show is that over an average of 60 years of life a native speakers has used

about 20 million idioms.

21

Liu (2012) explains that “Idioms constitute one important part of the

language and culture”. When students develop the use of idioms for oral

production, strengthen the cultural learning and mutual interactions of a

community. The idioms decode customs, beliefs and social conventions that

come from a cultural background.

One view of work is not only that students socialize between them to

develop the use of idioms simply as part of a subject, it is intended that

students outside the classroom are able to interact with native speakers. That

is confirm by Alpteking (2002):

Learners are not only expected to acquire accurate forms of the target

language, but also to learn how to use these forms in given social

situations in the target language setting to convey appropriate,

coherent and strategically- effective meanings for the native speaker.

(p.58).

The present thesis is very clear that the teaching of the second

language must be accompanied by the teaching of the second culture. To

equip and familiarize students with the knowledge of second culture is to give

high esteem to students at the time of oral production so that they can be

active individuals in a community of speakers outside the classroom.

Socialization in the classroom is vital and fundamental to create

contexts and assimilate meanings of idioms, through cooperative strategies

already mentioned above. Students will always have to work in groups that

encourage oral production, but above all that students can be sociable.

The goal of use of idioms in classroom idioms based on group work is

very important because it could be said to be a contextual essay. By creating

situations similar to everyday life, students are preparing to participate

effectively in a social environment outside of school.

22

Philosophical foundation

The present project not only focuses on the use of idioms in class as

part of teaching English as a foreign language. Therefore, in the use of

idioms, values such as respect, honesty, responsibility, love, etc. will be

implemented. The learning of idioms to improve oral production is not only

part of an academic knowledge, but also to give value to that culture.

When implementing cooperative work in the classroom from an

axiological point of view the student will have to evaluate the ideas of his

partner, help as a team to reach the same end, having respect and

responsibility with what they are working, doing that the student develops

these values is much more difficult than teaching the foreign language.

Nowadays, only students who are successful in their career as

professionals are being trained to reach a material goal, but the values that

make the student a good person for humanity, with healthy habits that are

able to coexist with people from different cultures.

The valorization of cultural relations in the learning of idioms for the

oral production of thesis work is confirmed by “Good Living is planned, not

improvised. Good Living is the way of life that allows happiness and

permanence of cultural and environmental diversity; is harmony, equality,

equity and solidarity. It is not to look for opulence or infinite economic

growth”. (National Plan of Good Livingp.14 2013-2017).

Legal foundation

To do on this project, it was considered the Constitution of Ecuador, its

title II, called “rights”; chapter II, the fifth section that is “education”; under the

article 26 by which education is identified as “... Education is a right of

23

persons throughout their lives... ” (Constituent Assembly, 2008, p. 27). Doing

emphases in how shall be the education in the article 27 “Education shall be

participatory, compulsory, intercultural, democratic, inclusive and diverse, of

high quality and humane...” (Constituent Assembly, 2008, p. 27) and

highlighting in the article 28 “It is the right of every person and community to

interact among cultures and to participate in a society that learns. The State

shall promote intercultural dialogue in all of its many dimensions”. Constituent

Assembly, 2008, p. 28).

For what is mentioned, education is a compulsory right that includes

the development of individual and group competences in an intercultural and

inclusive way, thus giving the support of this project since the teaching of

idioms represent the learning of a new culture to complement the oral

production in English and thus in the same way comply with these rights.

Another important factor for the investigative work is the fourth

objective of the National Plan of Good Living that is to “strengthen citizen

capacities and potential”, and by the policy 4.4.c is stated 4.8.i. is stated "to

promote learning to foreign language from early to higher education based on

parameters of international accreditation "(Senplades, 2013).

The objective of the educational system in the English language

teaching and learning is to implement the language not only the assignment

but the professional tool introducing the students in a totally globalized world

where the main language is the English process; that is why international

standards are annexed, the researches of this project complying with

international parameters are intended to provided and educational resource

that can complement language learning

Additionally, the project is based on the Organic Law of Cultural

Education (LOEI), its article 2, section z “Interculturality and plurinationality.-

Interculturality and plurinationality guarantee to the actors of the System the

24

knowledge, recognition, respect, valuation, recreation of the different

nationalities, cultures and people that make up Ecuador and the world…".

The present work offers the discovery and respect to students about the

interculturalization, remembering that the learning of a foreign language is

also the learning of a cultural one.

25

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

Methodological Design

This project has analyzed the level of oral production of 30 students

enrolled in 2nd year of high school, section “E”, afternoon section of the

Vicente Rocafuerte high school. Among the participants, 18 of them are men

and 12 are women, and the teacher.

The present project has a qualitative-quantitative approach, since

the development process used quantitative techniques based on experiences

that are obtained through the use of instruments such as: surveys where

students expressed their opinion to improve oral production in the language

with the help of idioms and the use of a booklet, the observation guide in

class that reflects that the students do not have a material that reinforces the

use of idiomatic expressions, they cannot recognize what kind of idiomatic

expressions they need to be used in each situation and a limited performance

in oral production, the teacher´s interview allowed to know about the

influence of idioms on oral production in the English language, also on the

methodology applied in class and the importance of the implementation of a

material as a complement to the student's book to improve the level of

students.through qualitative techniques on the facts oriented basically to

achieve the development of oral production in the Students through of a

booklet to enhance the uses of idioms.

26

It is qualitative because the results obtained from these students came

to check the need for a booklet on languages where students perform

different activities in which they develop oral production.

Types of research

Descriptive: Hale (2011) analyzes that descriptive research is a study

to detail participants in a reality in a precise way, there are three ways to

make a project a descriptive research, and are: observational, case study

and survey. Therefore the present project is descriptive because it presents

the educational reality of the second language (oral production) of the English

language in students of 2nd year of BGU section “E” of the Vicente Rocafuerte

high school, academic period 2017-2018. The application of this research in

the work tries to determine the situation and describe the problem in the

students applying the three forms that are:

- Observation: since at the moment of doing teaching practices

the researchers noticed insufficiency in the oral production and a limited

use of idioms, to deepen more in the students of 2nd year of Bachillerato

section E through the guide of observation it was noticed a textual work

and the absence of material for the paling of certain expressions.

- Case study: for this form a teacher’s interview served to have a

close contact with the teacher and thus to be able to ask her about the

limitations and methodologies of the teaching of idioms on oral production.

- Survey: this way describes the students' need for learning,

practice and contextual uses of idioms to complement and improve oral

production.

27

Explanatory: the present project is explanatory because it seeks out the

reasons for variables by establishing relationship, cause, effect, trying to

account for an aspect of reality in the oral production of the English language

in the low level in the use of idioms.

The different foundations linguistic, didactic, pedagogical,

psychological, sociological and philosophical support the influence of the

idioms in the oral production potentializing the use of them to complement the

ability of the speech in the students, having as first cause limited resources

for the development of idioms resulting in little knowledge of idioms,

according to a limited use of idioms whose effect is a vocabulary delimited to

a single type of language and finally problems to interpret idioms as a

consequence that students cannot recognize in which situations to use the

appropriate idioms. it is propositional because the authors suggest as solution

for the problem to design a booklet of oral exercises about idioms to enhance

the oral production.

Population and sample

According to López (2004) population is “It is the set of people and

objects of what you want to know something in an investigation” (…) (p. 69).

So the population of the present work are students of the 2nd year of

Bachillerato of the high school Vicente Rocafuerte, being chosen since for

teaching the idioms in the oral production of the English language requires a

certain knowledge in vocabulary to understand the different expressions in

context.

In agreement with López (2004) who explains that sample is “It is a

subset or part of the universe or population in which the research will be

carried out” (…) (p.69). For the sample where chosen, the students of section

E because they showed difficulties in the use of idioms in oral production.

28

Table 4: Population and sample

Source: Data gathered at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo

Operationalization of the variables

Table 5 Variables Dimensions Indicators

Independent Variable Idioms

Conceptualization

*Definition

*Use

*Importance

Types of idioms

*Verb+Object

*Prepositional Phrases

*Binomial

*Simile

*Conversational phrases

*Sayings/Maxims

*Proverbs

Activity Types to develop idioms

*Mechanical

*Meaningful

*Communicative

Oral Production activities

*Performance activities

Dependent Variable Oral Production

*Controlled activities

*Creative activities

Oral production dimension

*Accuracy

*Fluency

*Complexity

Cooperative learning strategies for oral production

*Jigsaw

*Think-Pair Share

*Numbered Heads

*Round Robin Brainstorm

Authors: Jacqueline Andrade, Ana Ulpo

Instrument Population Sample

Students 450 30

Teacher 1 1

TOTAL 451 31

29

Methods of the research

The following theoretical methods that were applied on this

project:

- Analysis – Synthesis:

It decomposes the variables (matrix of the operationalization of the

variables) and on the other hand to understand the teaching

approaches allowing to synthesize and organize the use of idioms that

contribute to the development of oral production in English.

- Inductive – Deductive

Inductive: with the application of this method is estimated to capture

specific characteristics that are used in teaching the oral production of the

English language in the students of 2nd year of BGU section “E” of the

mentioned high school and then infer general conclusions that are applicable.

- Deductive: once formulated the problem of the project, this method

helps to decompose the problem into its elements, variables, objectives and

questions.

- Logical history

It allows knowing the history of the problem, its evolution and the

importance of the use of idioms in oral production.

- Functional structural systemic

It seeks an approach and a closer relation to the reality of the project

through the application of investigated instruments to make a diagnosis, as

well as to implement the necessary knowledge to be able to propose a

30

booklet of oral exercises for the use of idioms to improve the Oral production

that is applicable to reality.

- Statistical method: for this investigation, the chi square test

was applied as a method to verify the relationship, allowing the

independence between the two variables to be evaluated statistically,

in order to verify the influence of the independent variable on the

dependent variable. Programs such as excel and word were also used

to obtain graphs and statistics.

Techniques and instruments of the research: Is used the

Triangulated techniques the result of each instrument is taken and the results

are seen. They have to corroborate that the problem exists. That is confirming

by Yeasmin & Rahman (2012):

Triangulated techniques are helpful for cross-checking and used to

provide confirmation and completeness, which brings 'balance'

between two or more different types of research. The purpose is to

increase the credibility and validity of the results. Often this purpose in

specific contexts is to obtain confirmation of findings through

convergence of different perspectives. (p.157).

Triangulation helps to obtain a broader perspective of the research

because it allows the application of several studies to be able to visualize the

problem from different angles increasing the consistency and the reliability of

the obtained data. The thesis is based on the following empiric techniques:

observation to the class, a survey to the students and teacher´s interview.

- Survey: This technique is used on a sample of a population,

through a series of questions to detect and to gather data on a research. The

31

use of the survey in the present work is developed with 10 questions that

detect the use of idioms for the development of oral production in English

within the classroom and at the same time allow the authors to know the

criteria of the students about the implementation of a new material on the

subject. Survey was designed by using the Likert scale based on the

variables and the proposal with 10 items.

- Teacher´s interview: In agreement with Drever (1995) is

where the interviewer raises certain questions to know what it is that wants to

arrive with the object investigated and where the person interviewed will have

time to express their ideas and to know the deficiencies in which it is studied.

The interview has 10 questions used to know the opinion of the teacher about

the influence of use of idioms on the oral production and the complementation

of a booklet of exercises.

- Observation: Slack, Hallam, Rowley, & Hill (2001)

“Observation is an important research and data collection methodology.

Effective observation and reflection on that observation contributes to

effective learning”. The following interview has 10 questions used to know

the opinion of the teacher about the use of idioms on oral production. In

the observation was used the Likert scale, consisting of 10 items.

Through a field observation in a real social context to the students of

2nd year of Bachillerato section “E”. The observers could verify that there are

not resources focused on the teaching of idioms, students do not have the

fluency in oral production in the language according to their level, since

almost all students cannot answer basic questions related to exercises of

their book, responding to the exercises in Spanish. Resulting a limited

communication and deficiency in the creation of dialogues. Another factor is

the methodology applied in using a word-for-word textual translation, resulting

in the development of monotonous classes that do not allow students to use

idioms contextually and thus improve oral production

32

Analysis and interpretation of results

The students’ survey: was applied to students of 2nd year of BGU

section “E” at Vicente Rocafuerte high school. Showing the following data:

Table 6: survey´s frequency and percentage. Item N° 1

I can express orally in the language according to my level

CODE CATEGORY FREQUENCY PERCENT

Item N°1

Always 1 3%

Almost Always 2 7%

Sometimes 5 17%

Rarely 6 20%

Never 16 53%

TOTAL 30 100%

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.


Comment: According to the results, 53% of students cannot express

themselves in the foreign language; 20% do it rarely, 17% is expressed in the

English language sometimes, 7% almost always can be expressed in the

foreign language and only 3% does it always, this implies that oral production

should be improved

3% 7%

17%

20%53%

Graphic 1: Survey item N° 1

Always

Almost Always

Sometimes

Rarely

Never

33


The teacher performs group activities to improve oral production


Item N°2

Always 3 10%

Almost Always 2 7%

Sometimes 16 53%

Rarely 4 13%

Never 5 17%

TOTAL 30 100%

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo.

Comment: Through this item, students are evaluated and 53% say

that sometimes different group activities are carried out to try to improve oral

production, 17% say that this type of activities are never relayed, 13% say

that activities are rarely implemented to improve oral production, 10% say that

they always carry out group activities and 7% almost always carry out these

activities. This fact shows that it is necessary to continue working in oral

production.

10%7%

53%

13%

17%

Graphic 2: Survey item N°2

Always

Almost Always

Sometimes

Rarely

Never

34


The teacher gives me correctness in the pronunciation of languages to perfect my oral production


Item N°3

Always 6 20%

Almost Always 5 17%

Sometimes 15 50%

Rarely 4 13%

Never 0 0%

TOTAL 30 100%

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo

Comment: Half of the students say 50% of the students think that the

teacher sometimes corrects their pronunciation, 20% of the students say that

the teacher always makes corrections, but 17% say they do almost always,

13% the teacher rarely corrects the pronunciation and 0% says that the

teacher never corrects them, so students prefer not to speak the foreign

language because they do not know how to pronounce the words.

20%

17%

50%

13%0%

Graphic 3: Survey item N° 3.

Always

Almost Always

Sometimes

Rarely

Never

35


The teacher uses idioms in class


Item N°4

Always 6 20%

Almost Always 4 13%

Sometimes 7 23%

Rarely 11 37%

Never 2 7%

TOTAL 30 100%

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo

Comment: 37% of students say that the teacher rarely uses idioms in

class, 23% say that the teacher uses idioms sometimes, 20% say that the

teacher uses idioms always, 13% almost always do the teacher but 7% say

that the teacher never uses idioms, so that at the time of listening or reading

some idioms do not know their uses and their meaning.

20%

13%

23%

37%

7%


Always

Almost Alwyas

Sometimes

Rarely

Never

36




Comment: It is interesting to see that 50% of students rarely

understand the idioms used in classes, 20% always understand the idioms

that are being treated, 13% sometimes understand it, 10% almost always

tends the idioms and 7% never understand the idioms treated in class.

Obviously, they need to practice more idioms to expand their communication.

In class I understand the idioms used by the teacher and classmates


Item N°5

Always 6 20%

Almost Always 3 10%

Sometimes 4 13%

Rarely 15 50%

Never 2 7%

TOTAL 30 100%

20%

10%

13%50%

7%


Always

Almost Always

Sometimes

Rarely

Never

37


I do extra activities in class related to idioms


Item N°6

Always 1 3%

Almost Always 3 10%

Sometimes 4 13%

Rarely 6 20%

Never 16 53%

TOTAL 30 100%


Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo

Comment: The students who chose "never" are 53% of the population

who say they do not do extra activities to reinforce idioms, 20% rarely do it,

13% sometimes, 10% almost always and 3% say that always carry out

activities. That reinforces the idea that students need to practice idiomatic-

related activities to understand and know when to use idioms.

3%10%

13%

20%

53%

Always

Almost Always

Sometimes

Rarely

Never


38




Comment: 50% of students never use idioms when they communicate

this is because they do not know their meaning and use, 27% rarely do, 13%

sometimes use idioms, 7% almost always and only 3% always speak using

idioms. That is why different activities and strategies are used so that they

can use the idioms in their communication in different situations.

3% 7%

13%

27%

50%

Graphic 7:Survey item N° 7

Always

Almost Always

Sometimes

Rarely

Never

I use idioms in dialogues


Item N°7

Always 1 3%

Almost Always 2 7%

Sometimes 4 13%

Rarely 8 27%

Never 15 50%

TOTAL 30 100%

39

Table 13:survey´s frequency and percentage. Item N° 8

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High

School. Authors: Jacqueline Andrade, Ana Ulpo.



Comment: Most students, 70% of the population never recognize the

situation to use the idioms, while 17% seldom know when to use it, 10%

sometimes know, 3% almost always, this means that maybe the teacher is

not working with the idioms since the students do not understand in what

situation to use them.

0% 3% 10%

17%

70%


Always

Almost Always

Sometimes

Rarely

Never

I can recognize what idioms to use for each situation


Item N°8

Always 0 0%

Almost Always 1 3%

Sometimes 3 10%

Rarely 5 17%

Never 21 70%

TOTAL 30 100%

40





Comment: The vast majority of the students, 77% think they need a

booklet of idioms to improve oral production, while 13% say that a booklet is

almost always needed to improve oral production. 10% say that sometimes it

is necessary, since the idioms are found in movies, music and so it is difficult

for them to understand the music they hear or see because they do not know

its use and its meaning.

77%

13%

10%0%0%


Always

Almost Always

Sometimes

Rarely

Never

I consider necessary to use an idioms booklet to improve oral production


Item N°9

Always 23 77%

Almost Always 4 13%

Sometimes 3 10%

Rarely 0 0%

Never 0 0%

TOTAL 30 100%

41





Comment: 50% of students say they rarely use any kind of material to

reinforce idioms, while 27% say they never use material for reinforcement,

13% sometimes use it, 7% always use material and 3% almost always use

material, because of this there is no familiarization of the meaning and use of

these idioms, so the students do not recognize them, with the help of the

booklet will help the student to have knowledge of its use and meaning to

facilitating the learning of idioms.

7%3%13%

50%

27%


Always

Almost Always

Sometimes

Rarely

Never

I use some support material in class for the treatment of idioms in oral production


Item N°10

Always 2 7%

Almost Always 1 3%

Sometimes 4 13%

Rarely 15 50%

Never 8 27%

TOTAL 30 100%

42

Pearson Chi square test.

Objective: Establish a statistical relationship between the independent

variable: idioms and the dependent variable: oral production.

Table 16: Influence of idioms on Oral Production

Source: students of 2nd year of BGU, section "E" at Vicente Rocafuerte High School. Authors: Jacqueline Andrade, Ana Ulpo

Significance level: Alpha= 0.005 or 5%.

Statistical test to use: Chi square.

43

Analysis Chi square test: The relation of dependence between the

independent variable (Idioms) and the dependent variable (Oral production)

was checked through the Chi-Square technique showing the p-value is

<0.005. Question 1 (I can express orally in the language according to my

level) for the dependent variable and question 8 (I can recognize what idioms

use for each situation) was chosen for the independent variable of the applied

survey to the students of the Vicente Rocafuerte high school of 2nd year of

Bachillerato section "E"

Correlation between variables:

General objective: The general objective is to determine the influence

of idioms in the development of oral production through a bibliographical,

statistical and field research for the design of a booklet of oral exercises on

idioms to enhance oral production, the result was very satisfactory, proving

that there is a positive correlation between variables.

Specific objectives: One of the specific objectives is to value the

idioms through a bibliographical, statistical and field research showing

interesting and proving results in the deficiency of the students in the idioms

on oral production.

Another specific objective is to characterize the development of oral

production through a bibliographical, statistical and field research. Describing,

deepening and identifying each one of the variables having as answer a

process of analytical study of the different results of the research.

The last specific objective is to design a booklet of oral exercises on

idioms to improve oral production through the interpretation of the data

obtained. The results of the techniques of investigation applied in the

students evidenced the importance of complementing the learning of idioms

to improve the oral production.

44

Conclusions and recommendations

Once the research instruments were applied the authors of this

project concluded in:

- Students do not know about idioms which makes them not understand

certain words when they listen to music or watch a movie.

- Students have deficiencies on oral production.

- The teacher does not use the appropriate materials to teach idioms.

- To design a booklet on idioms to reinforce oral production using

techniques in which the student is comfortable at the moment of

expression is a suitable proposal to deal with the problem.

Taking into account the following conclusions the following

recommendations were made:

- Students should work with the students exercises related to idioms so

they can understand the moment they hear or see some idioms.

- Students should practice work group activities so that oral production

can be developed.

- Students should learn idioms using different strategies, methods and

with the appropriate material to facilitate the learning process of

idioms.

- The authors consider necessary to use a booklet Learning Idioms.

It´s a piece of cake as a complementary resource for oral production

in the treatment of idioms.

45

CHAPTER IV

THE PROPOSAL

TITLE

A BOOKLET OF ORAL EXERCISES ABOUT IDIOMS TO ENHANCE THE

ORAL PRODUCTION

Justification

This proposal is the result of a diagnosis applied on students in 2nd

BGU of Vicente Rocafuerte High School during the 2017-2018 academic

period through of empirical techniques such as observations in class,

surveys, and diagnostic test that help to recognize the lack of the use of

idioms which allow to identify the oral production as one the major difficulties.

It was evidenced that there are not resources focused on the use of

idioms, which develops the unlimited learning of expressions and in the

search word for word in the dictionary with a textual translation. Generating

different methods and strategies that will help students to be able to use

idioms about oral production in a contextual way.

This proposal is important because gives interesting activities for the

enhance of oral production through the use of idioms in this way students feel

safer of use a new vocabulary, helping the students to participate actively in

community of native speakers. This booklet will encourage students to learn

idioms in a collaborative way through meaningful processes

46

General Objective

- To improve students’ oral production through the appropriate use of

idioms.

Specific objectives

- To encourage the use of the booklet as a complement to the

student's book for the practice of idioms through oral production.

- To develop the oral production through cooperative learning

strategies.

- To promote the importance of learning idioms in the oral

production.

Feasibility for its application: the present proposal is feasible in all

respects:

Financial: he financing of the proposal is solved by the authors of the

project having very reasonable costs.

Legal: It is legal because it complies with all dimensions of the

national curriculum guidelines - Ministry of Education level B1.1. Following

guidelines of National Plan for Good Living ecuador2013-2017 and LOEI (Ley

Orgánica de Educación Intercutural)

Technical: Technical support is not required. Even though the

institution does not have technological instruments, the proposal remains

feasible.

Human resources: The authors of the proposal have acquired

methodologies, activities for teaching the language during the years of career

training, which helps the teacher to solve the problem encountered.

47

Political: The proposal respects standards establish European Common

Framework level B1 for the speaking skill.

Theoretical aspects

Linguistic, pedagogical, didactic and legal aspects have been selected

because its theoretically contribute to the proposal in the development of

learning idioms to improve the development of oral production of English as a

foreign language. These aspects will help to develop idioms in a

communicative, participatory, collaborative, meaningful way for speaking skill.

- Linguistic aspect: From the linguistic field, researchers

implemented the types of idioms according to McCarthy & O'Dell

(2002) through a linguistic cognitive approach, is important

understand the semantic structure of idioms using cognitive

process supported by the authors Bahador & Atefeh (2014), Nora

(2011), Langlotz (2006).

- Didactic aspect: Through didactic activities to develop the use of

idioms (Mechanical, Meaningful, Processing) mentioned by the

authors Khan & Can (2014). The application of these activities are

for the use of idioms through activities of oral production

(performance, controlled guided and creative freer activities) guided

by Prieto Castillo (2007)

- Pedagogical aspect: The proposal is based on the constructivist

theory based on the fact that it is necessary to unite this theory with

the cooperative learning argued by Liu & Zhang (2014), to create

their own definitions in the contextual use of idioms in oral

production with the help of techniques of cooperative learning

48

(Jigsaw, think-pair share, round Robin Brainstorming, Numbered

heads) provided by Prieto Castillo (2007).

- Legal aspect: In the present proposal, legal documents such as

the Constitution of Ecuador, the Organic Law of Intercultural

Education, the National Plan of Good Living and National

Curriculum Guidelines were taken, all of these documents

contribute and improve the teaching-learning process of English,

guaranteeing the accesses To educational resources, that is why

the researchers of the exposed work have developed the

educational proposal to improve oral production through the idioms.

Description of the proposal

The contents of each lesson in the proposal are in line with the themes

of the student´s book created by Ministry of Ecuador level B1.1,so that it

complement the learning process of 2nd year students of Bachillerato that

according to the national curriculum guidelines and the European Common

Framework level B1 for the speaking skill the capacity of: Participate

spontaneously in a conversation of personal interest or that are relevant to

daily life. Link phrases in a simple way in order to describe experiences and

facts, hopes and ambitions. Justify opinions and projects briefly. Tell a story

of a book or movie and describe reactions.

The current booklet is divided into the following parts:

- Cover: learning idioms. It's a piece of cake

- Introduction: quick summary on sections.

- Index: contains a guide on the subjects of the booklet

49

- Work sections: The booklet is divided into 5 lessons each section

contains 3 activities according to level B1.1. With illustrations and

detailed instructions for the development of idioms in the oral

production.

- Strategies: each activity is focused on strategies of cooperative

learning through the construction of knowledge with activities for the

development of idioms and speaking through cognitive processes.

Methodological Recommendations

The exercises of this proposal were designed to be carried out in

classes because they are group activities for the reinforcement of oral

production based on cooperative learning techniques.

The first lesson consists of 3 activities in which they will work with

different idioms about interesting news using the techniques of cooperative

learning.

The second lesson consists of 3 activities that deal with topics related

to health we will use group activities such as: think pair share and jigsaw.

The third lesson consists of 3 activities about the feelings of the

adolescents also will be used group activities to improve the oral production.

The fourth lesson consists of 3 activities about holiday where the

student can express the different places visited using idioms with the help of

cooperative learning strategies.

The fifth lesson consists of 3 activities about how young people think

using activities such as: Round Robin Brainstorming, Numbered heads.

This will help students to improve their oral production through idioms.

50

Table 17: scope and sequence

UNIT IDIOMS OBJECTIVES

1 NEWS

I do not buy it Under false pretenses What shame! Are you kidding me? Hit the headlines breaking the news

Students will be able to talk about events that have happened recently To talk about news. Announce a piece of news that has happened recently.

2 HEALTH

Go on a diet. put on weight Out of shape! In great shape. Fit as a fiddle. Get in shape Cutting down Give up

Students will be able to talk about lifestyles To speculate about habits and customs of the past.

3 FEELINGS

On top of the world Thrilled to bits. Cool, calm and collected Made my day Jump for joy Down in the dumps On edge Be at the end of tether Under the weather

Students will be able to describe people’s feelings and emotions. To express feelings, attitudes, and mood.

4 VACATIONS

Hit the road. Itchy feet. Road rage. Take for a ride. Off the beaten track.. Travel light. At the crack of dawn. Culture vulture.

You will be able to talk about activities and places visited while on vacation. Ask for agreement. Report what someone has said.

5 TEENAGER´S WORLD

Can’t stand the pace. Make your blood run cold. To give the heebie-jeebies. Be a load/weight off your mind Have keep an open mind.

Talk about what you will normally do in real-life situations. Talk about what you would generally do in unreal situations. Express regrets and wishes.

51

Conclusions

The authors of the proposal were able to conclude that:

- Students will have a tool to strengthen and increase their vocabulary

to improve their speaking skills.

- The implementation of this proposal will help teachers as a resource

for the development of oral production by applying the use of idioms.

- The application of cooperative strategies will strengthen socialization

among students.

- Students and teachers will learn about American culture through

idioms.

- Parents or representatives will see a short and long time to be

positive in the oral production on students.

52

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56

ANNEX I Legal Documents

ANNEX II

URKUND CERTIFICATE

Powered by TCPDF (www.tcpdf.org)

http://www.tcpdf.org

58

ANNEX III

Photographic Evidence

59

Vicente Rocafuerte high school

September 15th, 2017. The instigators in the exterior of Principal Building of

Vicente Rocafuerte High School. Street José Vélez Villamar 2203.

60


The investigators with the English teacher MSc. Ivvone Pacheco of 2nd year

of Bachillerato Section E of Vicente Rocafuerte High School

61


The investigators doing the survey and observation guide in class to students

of 2nd year of Bachillerato Section E of Vicente Rocafuerte High School

62

Instruments of the investigation.

- Observation sheet.

- Surveys questionnaire.

- Teacher´s interview

ANNEX IV

63

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

Likert scale observation guide in the classroom High school: Vicente Rocafuerte

Objective: To identify the insufficient use of idioms for the development of oral

production in class. Course: 2nd year BGU Section E Teacher:

N° Observations

ALWAYS ALMOST ALWAYS

SOMETIMES RARELY NEVER

1

The teacher uses some extra material to strengthen the idioms.

2 The teacher guides students to use idioms.

3

The teacher directs the students to establish their own meanings with the idioms.

4 The teacher encourages oral production in class.

5

The class consists in a textually translation of activities and phrases.

6

In the classroom, dialogues with idioms are used for oral production.

7 Students use idioms previously learned in later exercises.

8 Students easily recognize the context of idioms.

9

The exercises performed by the teacher in classes help to improve oral production.

10

The teacher creates contextual situations for the practice of oral production.


64



LIKERT SCALE SURVEY

Objective: In the following survey intend to investigate the use of idioms in oral production in the English language. Thank you for your cooperation

Instruction: Mark with an X according to your criteria

N° STATEMENT ALWAYS ALMOST ALWAYS

SOMETIMES RARELY NEVER

1 I can express orally in the language according to my level

2

The teacher performs group activities to improve oral expression

3

The teacher gives me correctness in the pronunciation of languages to perfect my oral production

4 The teacher uses idioms in class

5

In class I understand the idioms used by the teacher and classmates

6 I do extra activities in class related to idioms

7 I use idioms in dialogues

8 I can recognize what idioms to use for each situation

9

I consider necessary to use an idioms booklet to improve oral production

10

I use some support material in class for the treatment of idioms in oral production


65



Teacher´s interview:

Objective: To determine the influence of Idioms on oral production. This

interview was directed to the English teacher of the 2nd year BGU “E” at

“Vicente Rocafuerte” Public High School. The questions were as follows.

Interviewer: According to you, what are the main difficulties students that

have in oral production?

Answer: I think they do not know much vocabulary that is why they cannot

communicate

Interviewer: Do you think that if your students learn idioms, they will improve

their oral production?

Answer: I think it is because they will learn more words and will have fluency

in the language.

Interviewer: Have you used any strategies to improve the oral production of

your students?

Answer: Not because class time is too short.

Interviewer: What do you think is the main objective of using idioms in oral

production?

Answer: Increase their lexicon and increase their level in oral production.

Interviewer: Do you use any kind of extra material to improve the oral

production of your students?

Answer: A recorder and flashcards.

66

Interviewer: How do you think you could improve the oral production of your

students?

Answer: Using new methods and strategies.

Interviewer: Do you consider that your students use idioms when

communicating in English?

Answer: I believe some because they have done other courses.

Interviewer: Do you believe that students understand idioms in contextual

use?

Answer: They do not understand.

Interviewer: Do you believe that the oral production of your students is

according to their level?

Answer: Not because they come with difficulties from previous years.

Interviewer: Do you believe that a booklet of idioms will help the student to

improve oral production?

Answer: If you have a guide to use idioms and your lexicon will increase

according to the required level of that year.

67

THE PROPOSAL

INTRODUCTION

Learning idioms. It's a piece of cake. It is a practical booklet aimed

to the students of 2nd year of Bachillerato with the objective of

helping students to improve the oral production of the English

language through idioms.

This booklet is divided into five lessons, each lesson contains

three activities on the subjects of the English book units Level

B1.1 created by the Ministry of Education of Ecuador for high

school students. Each activity presented is applied through

cooperative learning strategies.

70

Index

96

Lesson1. Activity 1

97

Lesson 4 activity1

98

Lesson 4 activity2

1. Travel on a shoe string.

2. Travel light.

3. At the crack of dawn

4. Culture vulture.

5. Catch some rays.

6. Pack a lot in/Have a full plate.

7. Live it up.

8. Watch your back.

Lesson 5 activity1

99

Lesson5 activity2

1. E

2. D

3. C

4. B

5. A

Lesson 5 activity 3

Image 1: Your wish is my command

Image 2: To give the heebie jeebies

Image 3: to keep oneself

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