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Amone Valdo dos anjos Paninga

A Proporsal to Achieve Communicative Competence Trough Pair Work, The Case

of 12 October Secondary School

Universidade Pedagógica

Nampula
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2018

Amone Valdo dos Anjos Paninga

A Proporsal to Achieve Communicative Competence Trough Pair Work : The Case

of 12 October Secondary School

Scientific Research Proposal to be

presented to the Department of
Science of Language Communication
and Arts in a partial fulfillment of the
subject: Trabalho de Culminação do
Curso, English Language Teaching
Course, Year 4

Lecturer: Luisa Almeida, MA

Universidade Pedagógica
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Nampula

2018

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Content
1.1. TABLE I: ACTIVITY PLAN……………………………………………………………..........3
1.2. TABLE II. BUDGET FOR MATERIAL AND STAFF……………………………….............3
INTRODUCTION.................................................................................................................................5
2. TOPIC...........................................................................................................................................6
3. PROBLEM STATEMENT............................................................................................................6
3.1. THE PURPOSE OF THE STUDY............................................................................................6
3.2. CRITICAL QUESTIONS..........................................................................................................6
3.3. HYPOTHESIS...........................................................................................................................7
4. LITERATURE REVIEW..............................................................................................................7
5. THE METHODOLOGY AND METHODS..................................................................................8
6. TARGET POPULATION..............................................................................................................8
7. DATA COLLECTION..................................................................................................................9
7.1. SAMPLING TECHNIQUES.....................................................................................................9
8. SCHEDULE AND TIMELINE.....................................................................................................9
8.1. TABLE I: ACTIVITY PLAN....................................................................................................9
8.2. TABLE II. BUDGET FOR MATERIAL AND STAFF............................................................9
CONCLUSION...................................................................................................................................10
BIBLIOGRAPHY...............................................................................................................................11
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III

List of Tables

1.1. TABLE I: ACTIVITY

PLAN……………………………………………………………9

1.2. TABLE II. BUDGET FOR MATERIAL AND

STAFF……………………………….9
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IV

Dedications

First, I want to thank GOD who made everything happen. Secondly, give my gratitude to
master Luisa Almeida, the tutor of the subject for inputting enough knowledge, to write this
project. Not only that but also, for the kindness and tireless effort She does for the
improvement of ELT and Education in general. In addiction, I thank my parents for their
presence in my life, and my family for the encouragement they give me to overcome some
humps that I face day in day out. Therefore, I thank everyone who helped me to write this
research Proposal Project.
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INTRODUCTION
In our country, there are problems in Education that we have to overcome to achieve a better
teaching and learning process, mainly when we talk about Distance’s Learning, more
concerned with communication through it. Thus, this research proposal intends to analyse and
describe how students can improve their English by Distance Learning . Concerning the
organization, this paper is organized in the description of the topic, its problem statement,
methodology and methods purpose of the study, the target population, the data collection,
sampling techniques, schedule and timeline, and its budget for material and staff to be used.
Moreover, it is to highlight that the same research proposal project it is comprised by the
cover, its sub-cover, dedications, content page, the introduction, the development, the
conclusion, and its bibliography.
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2. TOPIC

According to Richards and Schmidt (2002: 557), a topic is what is talked about or written
about. To the best of my knowledge the topic of this research proposal: The use of Computer
Assisted Instruction In mproving English Languagein Distance Education.

3. PROBLEM STATEMENT

With this research, he intends to find out why the students don’t use the module platform to
assist online tutorials, submitte jobs works, and they don’t participate in chats. Thus, what
leads the researcher to undertake this research is because at Pedagogical University –
Montepuez where he had opportunity to study , observed that even if the teachers use
presencial tutorial , students are not able to acquire that language item being taught. The
teacher asks them to acces the chat to discuss, or to participate in forum, but they end up
claiming about network, others they don’t have computer, if they have they don’t know how
to use it, switching English into Portuguese and they rarely practice the language, bearing in
mind that Kang (1999) asserts, with the advent of computer and multimedia technology and
the Internet, the role of computers in teaching and learning has become an important issue.
In this way, I found this as a problem that needs to be solved in a field of education in order
to improve these teachers’ and students skills for better teaching and learning process.

3.1. THE PURPOSE OF THE STUDY

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The main purpose of this study is to investigate why and how students attending distance
education are not able to be involved in and to be responsible for their own learning.

3.2. CRITICAL QUESTIONS

 Do the students are correctly the involved in distance Education?
 Do the students use appropriately the technology methods for their respective types of
learning?
 Do students make effort or show interest in learning English?
 Do the teachers are trained for their subject teaching matter for Distance Learning?
 Do teachers apply the methods and techniques learnt in their training course?
 How much students practice the language content if a teacher uses platform?

HYPOTHESIS

The hypothesis for this problem, as far as I am concerned:

The teachers might:

 Not be using properly the teaching methods in Distance Learning;

 Not be accomplishing well their task;
 Forgot how to apply methods and techniques using computer when they design the
task;
 They don’t attend seminars to update their knowledge;

Students :

 Are not motivated in learning English;

 Are not motivated in Distance Learning;
 Are not able to use the computer perfectettly;
 Are not familiarized withy technologies;

The headmasters might:

 Not observing the teachers;.

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The society might:

 Be unaware of what is happening.

4. LITERATURE REVIEW

Richards (2006) suggests the kinds of classroom activities that best facilitate the learning:
‘With CLT began a movement away from traditional lesson formats where the
focus was on mastery of different items of grammar and practice through controlled
activities such as: memorization of dialogs and drills, and toward the use
of pair work activities, role plays, group work activities and project work’.

In addition, to support the idea that pair work is one of the best practical activities that
improve communicative competence, harmer (1991:29) highlights that:

Practice activities are those which fall

somewhere between the two extremes of
our continuum.
While students performing them may
have a communicative purpose, and
while they may be working in
pairs, there may also be a lack of
language variety, and the materials may
determine what the students do
or say.

Ibid: as a way of suggesting the appropriate way of using pair works, he says that: As soon
as the teacher is confident that the students can manage the cue-response drill, and when all
the models (usually between four and six examples) have been introduced, the students can
be put in pairs.

To show the worthiness of using pair and group works Baker and Westrup (2000:131) portray
that Pairs and groups works involve the whole class working separately in pairs or small
groups at the same time. Pair and group work is important because it:

 Gives student with a lot of practice in using a language;

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 Allows the quieter students to speak to a partner, instead of speaking in front of the
whole class;
 Teaches students to help each other with their learning.

5. THE METHODOLOGY AND METHODS

 Experimental research

He chooses this methodology taking into account that Ary et. al. (1972:26) describes
experimental design as “a scientific investigation in which an investigator manipulates and
controls one or more independent variables and observes the dependent variable or variables
for variation concomitant to the manipulation of the independent variables”. Due to that, he
chooses two target populations.
6. TARGET POPULATION

To undergo this research he takes as a target population some teachers, students, the head
master, the head-deputy master of Anchilo Secondary School and 12 october Secondary
School, some trainers at Nampula Primary Teachers Training Institute

7. DATA COLLECTION
7.1. SAMPLING TECHNIQUES
 Observation
 Questionnaires

In order to get relevant information he is first supposed to observe some teachers lessons in
order to find out their way of teaching and ask questions for the reasons why they used a
certain method. Not only that but also he is supposed to ask questions to the target population
for them to give their overview concerning to the use of methods by the teachers.

8. SCHEDULE AND TIMELINE

8.1. TABLE I: ACTIVITY PLAN

Activity Time to take Date Deadline

Data collection 2 months 01/July/2015 up to 10th of November
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01/ September/ 2015 2015.

Data Analysis 2 weeks 15/September/2015
up to 30/September/
2015
Report results 1 month Whole October

8.2. TABLE II. BUDGET FOR MATERIAL AND STAFF

Material Quantity Price
Pen 8x10 80 MTN
Pencil 8x5 40 MTN
A4 paper 1x500 250 MTN
Tape record 2 350 MTN
Transport 1500 MTN
Food 2500 MTN
Staff salary 2x1000 2000 MTN
Total 7000.00 MTN
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CONCLUSION
The fact of using pair work to boost student’s communicative competence is very important
in English Language teaching, to enable a better practice for the achievement of
communicative competence. As far as I am concerned, to exchange this behaviour from some
teachers we have to strength every nervous for our daily teaching, giving time for preparing
their lessons before classroom, apart from that, every teacher should also appreciate his job
to enable its better accomplishment, but what we can realise is the otherwise. Doing so, I
think that this research will help on the teachers work improvement.
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BIBLIOGRAPHY
Baker, J. Westrup, H. (2000) The English Language Teacher’s Handbook. VSO

Harmer, J. (1991) The Practice of English Language Teaching. New edition

Richards J.C. (2006) Communicative Language Teaching Today. Cambridge University

Press, New York

Richards, J.C. And Rodgers, T.S. (2001) Approaches and Methods in Language Teaching,
2nd edition, New York.

Richards, J.C. and Schmidt, R. (2002). Dictionary of Language Teaching and Applied
Linguistics, Longman, 3rd edition, England.