DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

1. AUTHOR: Ileana De la Torre ADVISORS: DIRECTOR: Lic. Marcos Morales CO-DIRECTOR:Lic. Miguel Ponce QUITO, 2014 DEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM UNIVERSIDAD DE LAS FUERZAS ARMADAS

2. THE INCIDENCE OF TUTOR/STUDENT INTERACTION ON STUDENTS’ ENGLISH PERFORMANCE IN THE EIGHT YEAR OF BASIC EDUCATION, AT JULIO MARIA MATOVELLE HIGH SCHOOL IN QUITO, DURING THE 2011-2012 SCHOOL YEAR

3. INTRODUCTION • Thepurpose of thisthesisistoinvestigateaboutthelevel of incidence of the tutor/studentinteractiononthestudents´english performance, lookingforanimprovement of theteacher-studentrelationship. • Yearsago (traditionalmodel), thestudentwasonly a receptor and thustherewas no contribution, theteacher-studentrelationshipwasnull (passivelearner).

4. FIRST CHAPTER: “Tutor/StudentInteractión” • SECOND CHAPTER: “Students´performance in English” • THIRD CHAPTER: “Tutor/studentinteraction in the performance of thestudents”

6. JUSTIFICATION Constructivistteaching / learning Nullrelationshipbetween tutor/student

7. PART TWOTHEORETICAL FRAME

8. CHAPTER I “Tutor/Student interaction”

10. CHAPTERTWO “THE STUDENTS´PERFORMANCE IN ENGLISH”

12. CHAPTER THREE THE TUTOR/STUDENT INTERACTION IN THE PERFORMANCE OF THE STUDENTS

14. MEANS TO MONITORING STUDENTS DEVELOPMENT

15. HIPOTHESIS SYSTEM WORKING HYPOTHESIS NULL HYPOTHESIS

16. PART THREEMETHODOLOGICAL FRAMEWORK

17. METHODOLOGICAL DESIGN 1.TYPE OF RESEARCH AND DESIGN • Descriptive, applied and basic of field. • Quantitative and transversal 2.POPULATION AND SAMPLE • 41 Students of the eight year of basic education at “Julio Ma. Matovelle” high school

18. METHODOLOGICAL DESIGN INSTRUMENTS DATA COLLECTION • Questionnaires

19. QUESTION 1How would you evaluate the teacher's communication when teaching the subject (English)?

20. QUESTION 2Is your teacher open to listen to new ideas?

21. QUESTION 3Does your teacher have implemented Classes with native speakers that allow you to improve your understanding, hearing (listening) and development to speak English in Class?

22. QUESTION 4How do you think you would develop your skills better?

23. QUESTION 5Do you understand everything your English teacher says in Class?

24. REJECTION OF THE NULL HYPHOTESIS • Since in eachquestionthetwo-tailed p valueislessthan 0,0001 B y conventionalcriteria, thisdifferenceisconsideredtobeextremelystatisticallysignificant and becauseislessthan 0.05 werejectthenullhyphotesis.

25. CONCLUSIONS -The good interactions between Teachers and Students positively influence the performance of Students. - It is necessary to improve/rebuild the communication between Teachers/Students in the teaching/learning process -We can conclude that the barriers between the learner and the educator are struggling (have different difficulties). Educational romanticism prevails from the 50, 60 and 70 years: that has not allowed the acceptance of innovative ideas proposed by the curriculum reform, Therefore it is necessary to improve and allow teachers and students to flow with new innovative ideas

26. CONCLUSIONS -It is essential to conclude that the curriculum reform has not been able to strengthen the study of the second language with the presence of native teachers to allow students to have skills specially for learning and speaking to reduce this low 36.58% of the sample analysis and obtained -We conclude that improving the audiovisual system through interactive lessons with video projections, the student will move to the right place where the language is spoken without leaving their own classroom. It is concluded that the best way to learn the language, is talking about different topics, viewing habits and virtually visiting these places.

27. CONCLUSIONS • We can conclude that to reach the full knowledge, the level of education(teaching) provided by teachers should be tested, the TOEFL level should be required in Language educators to ensure proper teaching and learning to improve the reading, listening and speaking (linguistic skills-learning) , So Knowledge can be stored in long term memory.

28. RECOMENDATIONS • To reinforce the relationships between teachers and students through the application of different activities (diverse) which allow maintaining that interaction, for creating a friendly relationship (friendly atmosphere); so that the teacher can be aware of the different opinions of the students. • To implement actualized technology (audio visuals, laboratories, etc).

29. RECOMMENDATIONS. • To implement an actualized curriculum of the subject of English with the incorporation of actual topics according to the level of knowledge of the students. • Make students read a lot  and asking them questions, so that they can give different opinions in class about what they have read and in this way you can generate active participants (students).

30. RECOMMENDATIONS. • Provide students with a wide vocabulary so that they can be able to learn new words and this is going to help them to gain confident when they speak the second language

31. THE PROPOSAL The Power of Communication Between Teacher/Student as a Fundamantal Tool, So the Students become the builders of their own English Language Learning.

32. ANALYSIS OF STAKEHOLDER

33. Problem Tree

34. Analytic Structure

36. TIME TABLE

37. THANK YOUFOR YOUR ATTENTION!!!