DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

1. DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

2. RESEARCH DISSERTATION THEME: “INCIDENCE OF APPLYING TASK-BASED LEARNING GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS OF SEVENTH YEAR OF BASIC OF SAGRADOS CORAZONES DE RUMIPAMBA SCHOOL IN QUITO.”

3. AUTHORS:Marco Rivera A. and Susana Navas RodriguezADVISORS: DIRECTOR: MSc.Lilian Avalos CODIRECTOR: MSc. Dolores Paredes P.Quito –Ecuador

4. INTRODUCTION • -HAVING A STRONG KNOWLEDGE OF ENGLISH SPEAKING HELPS THE STUDENTS TO IMPROVE THEIR LANGUGE SKILLS. • -SPOKEN LANGUAGE IN REAL SITUATIONS. • -TASK- BASED LEARNING DEVELOPS COGNITIVE PROCESS, CREATIVE THINKING AND PROBLEM SOLVING. • - BY SENDING TASKS THEY HAVE AN OPPORTUNITY TO USE LANGUAGE COMMUNICATIVELY.

5. PROBLEM IDENTIFICATION • THERE WERE MANY CONVERSATIONS ABOUT THE LOW PERFORMANCE IN SPEAKING PRODUCTION THEY DID NOT USE ENGLISH IN REAL SITUATIONS. • TEACHERS DON`T HAVE A CLEAR FRAMEWORK ABOUT MODELS AND TECHNIQUES OF SPEAKING PRODUCTION. • TASK- BASED LEARNING IS A RESULT OF COMMUNICATIVE LANGUAGE TEACHING BASED ON ASSUMTIONS OF CONSTRUCTIVISM.

6. Cause 2.1 Lack of authentic resources . E PROBLEM IDENTIFICATION Effect 3.1 Traditional method applied Effect 1.1 Low motivation to generate the language Effect 2.1 Notenough active techniquesapplied • Effect 1.1 Effect 3 Inadequate outputproduction Effect 1 Lack of real life language situations Effect 2 Lack of direct contact with the language LOW SPEAKING SKILL DEVELOPMENT Cause 1 Non-native environment Cause 2 Non-existence of laboratories with Internet. Cause 3 Lowteacher’sprofile Cause 1.1 Spanish speaking environment Cause 2.1 Lack of authenticresources Cause 2.1 Lack of authenticresources

7. PROBLEM SETTING Main problem • How does the traditional method affect the speaking production in the classroom on the students attending the seventh year of Sagrados Corazones de Rumipamba school?

8. Secondary problems • How does the lack of active techniques affect the speaking skill affect the speaking skill to the students attending the seventh year of Basic of Sagrados Corazones de Rumipamba school? • How does the low teacher`s profile affect the speaking skill to the attending the seventh year of Basic of Sagrados Corazones de Rumipamba school? • How does the lack of autentic material influence the speaking skill on stuents attending the seventh year of Basic of Sagrados Corazones de Rumipamba school?

9. VARIABLES WORKING OUT • Independent variable Task - based learning and group work • Dependent variable English speaking production

10. OBJECTIVES GENERAL OBJECTIVE • To determine the incidence of applying Task- based method in speaking production on the students attending the seventh grade at SagradosCorazones de Rumipamba School during the scholar year 2011-2012

11. OBJECTIVES SPECIFIC OBJECTIVES • To diagnose 3 problems in speaking ability on the students attending the seventh year of SSCC de Rumipamba school. • To examine the use of Task-Based learning to develop learner`s English speaking ability on the students attending the seventh year of SSCC de Rumipamba school.

12. JUSTIFICATION • Use an adequate educational model to develop English speaking skill. • Task based learning method focuses on learners to used language naturally, share ideas. • Reinforce teacher`s profile with adequate methodology task- based learning,group work and speaking techniques.

13. INDEPENDENT VARIABLE DEPENDANT VARIABLE TASK- BASED LEARNING SPEAKING PRODUCTION Approaches of Task-based learning uses the 4 skills of the languages Interactive classroom activities. Teaching techniques. Oral interviews. Interaction tasks. Role-plays. Discussion. Re-telling. Picture description. Comparisons. Information gap. Jigsaw. Speaking zone. Conversation games. -Criteria levels for evaluating English communication. Componets of Task- based learning: Pre-task are strategies for inspiring learners, rules. Task cycle are methodological opinions or task performance. Post tasked. Provides an opportunity to repeat the task, to encourage reflexion, and attention and engage learner`s attention Group Work. Are activities carried out by learners working in small groups.

14. Interactive Classroom Activities Information Gap.Exa: Maps to find the way Jigsaws. Exa. The text is cut and students put it in order Speaking zone.Exa.make a line The conversation game.Exa.markers English conversa

15. DEPENDENT VARIABLE SpeakingProduction

16. Speaking Production The Interpersonal Function Social Relations Uses of Spoken English The Ideational Function Express content and communicate information C2 Proficient User C1 Common Reference Levels: global scale B2 Independent User B1 A2 Basic User A1

17. Spoken Interaction Examples of interactive activities include: • transactions • casual conversation • informal discussion • formal discussion • debate • interview • negotiation • co-planning • practical goal-oriented co-operation Oral Production Activities Examples of speaking activities include: • public address (information, instructions, etc.) • addressing audiences (speeches at public meetings, university lectures, sermons, entertainment, sports commentaries, sales presentations, etc.). They may involve, for example: • reading a written text aloud; • speaking from notes, or from a written text or visual aids (diagrams, pictures, charts, etc.); • acting out a rehearsed role; • speaking spontaneously; • singing.

18. RELATION BETWEEN INDEPENDANT AND DEPENDANT VARIABLES • Task-based learning (TBL) refers to a method of English teaching that requires learners to use authentic language through a communicative approach to achieve a desired outcome (Willis, 1998; Ellis, 2003). English speaking ability refers to the skill of communicating by sharing information fluently and accurately, including the choice and use of appropriate vocabulary and structure in all contexts. This performance can be measured using the rating scale adapted from Ribe and Vidal (1993), Council of Europe, (2001) and Nunan. • Regarding to competences, speaking production is a crucial one. Teachers need to provide their students the more appropriate techniques, so that their students can develop speaking competence. As a cooker selects different ingredients to make his dishes delicious and nutritive, teachers have to select teaching techniques from different approaches, such as Task Based, Cooperative Learning, Communicative Language Teaching, Natural Approach.

19. HYPOTHESIS SYSTEM • WORKING HYPOTHESIS The Task-Based Learning Method and group work will improve the speaking skill in the learning process on students attending the 7th year of Basic Education at Sagrados Corazones School during the scholar year 2011-2012.” • ALTERNATIVE HYPOTHESIS Task-based learning as an active method will improve the speaking ability in the learning process on students attending the 7th year of Basic Education at Sagrados Corazones School during the scholar year 2011-2012. • NULL HYPOTHESIS The Task-Based Learning method and group work won’t improve the speaking skill in the learning process on students attending the 7th year of basic education at Sagrados Corazones School during the scholar year 2011-2012.

20. RESEARCH TYPE AND DESIGN • Itis a descriptiveresearchbecauseitincludesmany particular researchmethodologies and procedures, such as observations, survey, selfreports and test. • Itisquasi-experimental designbecauseitrefersto determine whethertwogroups are differentaftertheexperiment. POPULATION AND SAMPLE. • SSCC has foursectionsthe 2 grades selectedwere A and C withthepopulation of 36 students. • Seventeenstudents of 7th N thatisthe experimental group and nineteenstudents of 7th M thatisthe control group. FIELD WORK. Thereseachwascarriedout in twoseventh grades A and C of SS.CC. INSTRUMENTS FOR DATA COLLECTION. Qualitative and Quantitative. Sixunitplans and an English Speaking test. PROCESSING AND ANALYSIS. Thetaskbasedmethodwasapplied in the experimental groupfor 3 monthstheparticipantsweretestedbycoversationsthe test wasscoredover 20 with 4 paramethers. Fluency, accuracygesture and pronunciation.

21. Results of the Pretests • Fluency • Accuracy • Gesture • Pronunciation

22. Results of the Posttests • Fluency • Accuracy • Gesture • Pronunciation

23. Reliability of Measurement Pearson Correlation Coefficient will be applied to test the consistency of the results of the experimental group As the correlation coefficient is 0,81, we can be confident that the measurement of the tests are reliable.

24. Testing the Hypothesis

25. t-test To compare the difference between two means t-test FORMULA X = mean  = Standard Deviation N = number of students

26. STATISTICAL DECISION • The necessary t for 34 degrees of freedom at the significance level of 0,05 is 1,69, according to the table of Percentage points for upper probability of Student's t-distribution. • The t obtained from comparing the means of the control and experimental group for 34 degrees of freedom is higher than the t of the table of Percentage points for upper probability of Student's t-distribution.at significance level of 0,05.

27. Statistical Decision for Specific Hypothesis • Statistical Decision for Specific Hypothesis • According to the statistical results obtained the Null Hypothesis is rejected, and the Hypothesis of this research is sustained: INCIDENCE OF APPLYING TASK-BASED LEARNING AND GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS ATTENDING THE SEVENTH YEAR OF BASIC SCHOOL AT SAGRADOS CORAZONES DE RUMIPAMBA SCHOOL IN QUITOWILL RESULT IN AN ENHACEMENT OF THEIR ORAL PRODUCTION

28. CHAPTER VCONCLUSIONS AND RECOMMENDATIONS

30. TEACHING TECHNIQUES FOR SPEAKING PRODUCTION • 1.Task- based learning Approach • 2.1 Theory • 2.2 Principles • 2.3 Techniques and Activities • 2. Cooperative learning • 3.1 Theory • 3.2 Principles • 3.3. Techniques and Activities • 3. Interactive Classroom activities • Information gap • Jigsaws • Techniques and Activities • 4. Interactive Classroom activities • Speaking zone • Conversation game • Techniques and Activities

31. THANKS