ARMY POLYTECHNIC SCHOOL
SCHOOL OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
THEME:
POOR DEVELOPMENT OF THE LISTENING SKILL
AND ITS INCIDENCE IN ENGLISH LEARNING
PROCESS FOR STUDENTS OF THE NINTH
COURSES, VESPERTINE SECTION AT THE “JUAN
MONTALVO” HIGH SCHOOL, DURING 2007-2008.
Author :
Kléber O. Sarmiento Chugcho
PART I
RESEARCH PROBLEM
INTRODUCTION
PROBLEM
IDENTIFICATION
Poor
development of
the Listening
Skill
Cause
Effect
PROBLEM
SETTING
VARIABLE
WORKING
OUT
OBJECTIVES
Main
Problem
Independent
Variable
General
Objective
Secondary
Problems
Dependent
Variable
Specific
Objectives
JUSTIFICATION
INTRODUCTION

Education process is interactive where teacher and student are
connected at the same time.

To domain a foreign language it should be developed all of
language skills together.

English language is used in all specialities around the world.

A foreign language such as English gives the possibility to have an
access to different information sources.

By speaking English language people can know other realities and
cultures.
PROBLEM IDENTIFICATION
CAUSES
Repetitive and traditional
methods and techniques
EFFECTS
Restriction to develop the
Listening Skill
Lack of laboratories and
audiovisual material
Reduction of students'
motivation and class
participation
Lack of teachers' training
Limits teaching-learning
process of English language
Lack of motivation
Reduction of students' desire to
learn English
VARIABLES WORKING OUT
Independent variable

Listening Skill development on students of the ninth courses at the
“Juan Montalvo” high school, during 2007-2008.
Dependent variable

English learning process on students of the ninth courses at the
“Juan Montalvo” high school, during 2007-2008.
OBJECTIVES
GENERAL OBJECTIVE

To determine the main causes that provoke poor development of the
Listening Skill and its incidence in English learning process for
students of the ninth courses.
SPECIFIC OBJECTIVES

To establish methods and techniques used mostly by the teacher.

To determine how the lack of laboratories and audiovisual material
reduce students' motivation and class participation.

To establish the significant learning by implementing strategies
aimed to develop the Listening Skill.
JUSTIFICATION
ENGLISH LEARNERS HAVE TO OPTIMIZE THEIR LISTENING
SKILL:
To
discriminate alike phonemes in English language.
To
be able to be exposed to conversations with native speakers or
non-native speakers.
To
have an integrated English -learning.
PART II
THEORETICAL FRAME
STRUCTURE
INDEPENDENT VARIABLE: Listening Skill.
The
development of the Listening Comprehension.
Strategies for Listening Comprehension.
DEPENDENT VARIABLE: English Learning Process.
Pedagogical
Models.
Curriculum.
Methodological
trends.
THE DEVELOPMENT OF THE LISTENING
SKILL
Why do students make mistakes when listening?
•Lack of a laboratory of audiovisual
•Bad teachers’pronunciation.
•Teachers make use of structures have never been taught before.
•Lack of interest about something that the teacher is saying.
STRATEGIES FOR LISTENING
COMPREHENSION
•Looking for key words.
•Looking for nonverbal clues to meaning.
•Prediciting speaker’s purpose by the context of the spoken
discourse.
•Associating information with ones existing
cognitive structure (activating background
information).
•Seeking clarification.
•Listening for the general gist.
PEDAGOGICAL MODELS
•Traditional
•Activist of a new school
•Behaviorist
•Cognitive
•Contextual
•Pedagogical
METHODOLOGICAL TRENDS

TRADITIONAL METHODS
LATEST METHODS
•
The Grammar Translation
Method
•Cooperative Learning.
•
The Audio- Lingual Method
•
Suggestopedia
•Communicative method
CURRICULUM

Needs analysis

Goals and objectives

Language Testing

Material development

Language Teaching

Evaluation.
HYPOTHESIS
WORKING HYPOTHESIS
Poor development of the Listening Skill is affecting the English
learning process .
ALTERNATIVE HYPOTHESIS
Poor development of the Listening Skill provokes a passive learning
on students .
NULL HYPOTHESIS
Poor development of the Listening Skill is not affecting the English
learning process.
PART III
METHODOLOGY
RESEARCH TYPE
AND DESIGN
Methodology for Modality of the
research
The research
Field research
Causes and effects
Sources to collect inf.
through Surveys
Using questionnaires
Students from nine
courses at the “Juan
Montalvo” high school.
POPULATION AND
SAMPLE
VARIABLES
WORKING OUT
Surveys
Teachers Students
Conceptualization
Dimensions
Indicators
Items
Techniques tools
POPULATION AND SAMPLE
COURSES
A
B
C
D
E
F
C
POPULATION SAMPLE PERCENTAGE
65,12%
37
65,12%
36
65,12%
36
65,12%
36
65,12%
36
65,12%
34
TOTAL
ENGLISH TEACHERS
SAMPLE CALCULATION
N= Population
E= Error
n = Sample
24
23
24
23
24
22
140
17,14%
16,43%
17,14%
16,43%
17,14%
15,71%
100%
2
N
n
1 ( E / 100) xN
nx100
c
N
PART IV
ANALYSIS AND INTERPRETATION
Do you understand when your teacher is giving instructions
in English language to carry out activities in class?
ALTERNATIVES
YES
NO
SOMETIMES
TOTAL
FREQUENCY
FEMALE
MALE
8
66
3
77
TOTAL
5
56
2
63
13
122
5
140
4%
9%
87%
YES
NO
SOMETIMES
PERCENTAGE
FEMALE
MALE
10
86
4
100
8
89
3
100
TOTAL
9
87
4
100
STUDENTS’SURVEY
Nº
1
2
3
4
5
6
7
8
9
10
QUESTION
Do you feel motivated by your teacher during English
classes?
Do you think that your English teacher receives courses or
seminaries to improve his/her English?
Do you go to the English lab to receive classes?
Do methods and techniques employed by the teacher help
you to feel motivated during English classes?
Do you consider "active" the participation during English
classes?
Do you understand when your teacher is giving
instructions in English language to carry out activities in
class?
Do you consider "appropriate" the methodology applied
by the teacher to develop the Listening Skill?
Does your teacher employ relaxing techniques such as
video, music, didactic games to motivate the Listening
Skill development?
Does your teacher employ audiovisual material such as,
slides-projector, pictures, CDs, tape recorder to develop
the Listening Skill?
Do you consider "adequate" teacher`s performance to
develop the Listening Skill?
TOTAL
AVERAGE
Yes
No
Sometimes
18
116
6
18
0
114
140
8
0
15
121
4
9
126
5
13
122
5
13
118
9
0
140
0
0
140
0
16
102
10,2
117
1254
125,4
7
44
4,4
TEACHERS’SURVEY
Nº
1
2
3
4
5
6
7
8
9
10
QUESTION
Do you motivate your students during English classes?
Do you receive courses or seminaries to improve your
English?
Do you take your students to the English lab to receive
classes?
Do you employ methods and techniques which really help
your students to feel motivated during English classes?
Is there an "active" class participation during English
classes?
Do you think that your students really understand when
you are giving instructions in English language to carry out
activities in class?
Do you consider "appropriate" the methodology applied by
yourself to develop the Listening Skill?
Do you employ relaxing techniques such as video, music,
didactic games to motivate the Listening Skill
development?
Do you employ audiovisual material such as, slidesprojector, pictures, CDs, tape recorder to develop the
Listening Skill?
Do you consider "adequate" your performance to develop
the Listening Skill?
TOTAL
AVERAGE
Yes
No
Sometimes
2
0
0
1
0
1
0
2
0
2
0
0
2
0
0
1
0
1
2
0
0
0
0
2
0
0
2
2
12
1,2
0
2
0,2
0
6
0,6
RESEARCH
SUBJECTS
OBSERVED FREQUENCIES
YES
NO
SOMETIMES
TOTAL
STUDENTS
10,2
125,4
4,4
140
TEACHERS
1,2
0,2
0,6
2
TOTAL
11,4
125,6
5
142
EXPECTED FREQUENCIES
YES
NO
SOMETIMES
11,24
123,83
4,93
0,16
1,77
0,07
CHI SQUARED FORMULA

O  E

2
x
2
E
CHI-SQUARED CALCULATION
O
E
(O - E)2
O-E
(O - E)2 /E
10,2
11,24
-1,04
1,08
0,10
1,2
0,16
1,04
1,08
6,73
125,4
123,83
1,57
2,46
0,02
0,2
1,77
-1,57
2,46
1,39
4,4
4,93
-0,53
0,28
0,06
0,6
0,07
0,53
0,28
3,98
chi-square
12,28
CHI-SQUARE CALCULATION
THEORETICAL CHI -SQUARED
GL = (Row N0 -1) (column N0 -1)
GL = (2-1) (3-1)
GL = 2
Significance Level: 0, 01
Statistical Decision:
With 2 grades of freedom and a level of Significance of 0, 01
correspond to a THEORETICAL CHI -SQUARED de 9,210 established
in the statistical table of values of chi -squared.
STATISTICAL DECISION FOR SPECIFIC HYPOTHESIS
ONCE CALCULATED CHI-SQUARED (12.28) higher than the
THEORETICAL CHI-SQUARED (9,210) the Null Hypothesis Ho
(Listening Skill is not affecting the English Laerning Process on
students oh the ninth courses at the “Juan Montalvo” high
school, during 2007-2008) is not accepted .
PART V
CONCLUSIONS

Lack of an English lab.

Lack of audiovisual materials.

Lack of variability of methods and techniques.
RECOMMENDATIONS

To build an equipped English lab with a person in charge of it.

To develop language skills with audiovisual materials; tape recorder,
slides-projector, CDs, pictures, movies, to keep students interested
and motivated.

To vary methods and techniques to have a dynamic class participation
from students; application of Audio-Lingual and Communicative
methods.
PART VI
PROPOSAL
•
A seminar for a week 3 hours daily about
teaching methodologies.
•
Students’checking chart.
Objectives
refresh
teachers’knowledge
teaching- methodologies.
•To
•To
about
monitor students’progress by themselves.
APLICATION OF AUDIO-LINGUAL
AND COMMUNICATIVE
METHODS
DAY 1
AUDIO-LINGUAL
CONTENTS
-
OBJECTIVES
ACTIVITIES
RESOURCES
EVALUATION
Audio-lingual. Concept .
Principles.
Techniques
and Activities.
Results.
To know concept,
-
Lecture.
-
Projector
principles and
-
Workshop.
-
Slides
techniques of the
-
Repetition drill
-
CDs
Audio-lingual method.
-
Backward build
-
Story
criteria
-
To carry out some
up drill.
sheets with -
Pair work
Multiple-slot
pictures
-
Group work
-
Attitude
activities to develop
-
aspects such as
Grammar,
-
Pronunciation.
-
-
Class
development
-
Teachers’
substitution.
-
Cards
Transformation
-
Paper
toward
drill
-
Pencils.
imaginary
To be aware of the
-
Grammar game
and real
importance of what it
-
Role play.
situations.
was learnt by students in the classroom.
Fill in information
-
Chart
DAY 2
COMMUNICATIVE LANGUAGE TEACHING
CONTENTS
-
-
-
OBJECTIVES
Communica tive
Language
Teaching.
Concept .
Principles.
Techniques
and
Activities.
Results.
-
RESOURCES
EVALUATION
To know concept,
-
Lecture.
-
Projector
principles and
-
Workshop.
-
Slides
developme
techniques of the
-
Scrambled
-
CDs
nt
Sentences.
-
Story
Communicative
Language Teaching
-
method.
To carry out some
-
activities to develop
with
-
Pair work
Picture Strip
pictures
-
Group work
-
Chart
Story.
-
Cards
-
Paper
Communication in the
-
Fill in
-
Pencils.
was learnt by students
in the classroom.
Teachers’
Games.
Role Play.
importance of what it
-
Class
sheets
-
To be aware of the
-
Language
aspects such as
classroom.
-
ACTIVITIES
information .
criteria
STUDENTS’CHECKING
CHART
SIGNIFICANCE
ACTIVITIES
……………………………
…………………………...
…………………………...
……………………….….
REASONS TO CARRY OUT
……………………………...
……………………………...
…………………….……….
…………………………….
PURPOSE TO HERE AND NOW
ACTIVITIES
1.
2.
3.
4.
……………………..
……………………..
…………………….
…………………….
HELPFUL FOR ME IN THE
FUTURE
1.
2.
3.
4.
…………………………
…………………………
…………………………
………………………….
GOAL-SETTING
SHORT TERM GOALS
This week I will…
LONG TERM GOALS
By the end of this term I want to …
CONTROL OF OWN BAHAVIOR
ACTIVITIES
1.
2.
3.
4.
………………..
……………..…
………………..
…………….….
WHAT I LEARNT
1.
2.
3.
4.
………………..
……………..…
………………..
…………….….
HOW I DID
1.
2.
3.
4.
………………..
……………..…
………………..
…………….….
DIFFICCULTIES
1.
2.
3.
4.
………………..
……………..…
………………..
…………….….