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A WORKSHOP OF MEANINGFUL STRATEGIES TO DO AN IMPORTANT IMPROVEMENT IN SPEAKING ENGLISH Haga clic para modificar elTASK BASED SKILL FOUNDED

ON estilo de subttulo del patrn LEARNING BY JANE WILLIS WITH THE 3rd GRADE STUDENTS OF SECONDARY LEVEL AT JOS CARLOS MARITEGUI SCHOOL IN HUARANGUILLO- SAN IGNACIOCAJAMARCA- PERU
RESEARCHER: SUPERVISOR:
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NEIL EDWIN AREVALO ALCANTARA Dr. WILSON LOZANO DIAZ

CHAPTER I ANALYSIS OF THE OBJECT OF STUDY

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LOCATION OF THE OBJECT OF STUDY

Haga clic para modificar el estilo de subttulo del Jos Carlos maritegui school is located in patrn huaranguillo- san Ignacio at the north end of Peru, on the border with Ecuador where most people live on agriculture and livestock. Huaranguillo is a small town where most of people plant coffee to survive. The access to higher education is almost impossible because their economical situation do not let them to afford it and agriculture take is more importance than education.
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HOW THE PROBLEM ARISES


Learning English is of primary importance to any people. English as a Second Language is a relatively Haga clic para modificar el estilo de subttulo of new concept, with a somewhat short history delonly patrn 300 years. The concept began when the British Empire began to expand their trade routes throughout the world and English started to become the common language spoken in business. However, it took a few hundred years for the language acquisition process to be formalized and taught. English contains a number of sounds and sound distinctions not presented in some other languages. Speakers of languages without these sounds may have 3/10/13 problems both with hearing and with pronouncing them.

DESCRIPTION OF THE OBJECT OF STUDY

The teaching learning process is a pedagogical problem where researchers day by face this trouble with good results. Learning to speak a language is a process where people interact each other with the guidance of a teacher that provides strategies to be meaningful. Elements: teacher, students and the 3/10/13

EVOLUTION OF THE PROBLEM AND TRENDS


students

show a lack of speaking skill, they know few words in English but they have not developed the capacity to express their ideas while they are interacting with the teacher or their classmates. This is confirmed in the difficulties that students have to speak. are not accustomed to using English in conversations so fluency is not achieved, and accent of few words
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They

Pronunciation

GENERAL OBJECTIVE To propose, design and apply a workshop to do an important Improvement in speaking English skill using meaningful strategies to express ideas easily.

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SPECIFIC OBJECTIVES
1.

To design meaningful strategies to do an important improvement in speaking English skill. To raise methodological strategies which let students to put into practice the activities they learn. To develop learning and teaching strategies in the students to improve 3/10/13

1.

1.

CHAPTER II THEORETICAL AND CONCEPTUAL FRAMEWORK

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BACKGROUND

-Lenka

Temerov in her thesis titled How to improve student s Communicative skill in Czech Republic 2007 khamkaew in his thesis titled Needs and problems in english listening and speaking
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-Suthee

THEORIES THAT SUPPORT THE RESEARCH

-Wittgenstein: Analysis of language.

He wants to collect sentences which make sense.

What can be said, it must be said clearly, and what cannot be said, it is better to keep quiet.
These
3/10/13 philosophical theory will help this

vygotsky: Social Cognition.


"an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. This theory will help the project to design interactive activities where students learn and develop themselves by asking and answering with the teacher, classmates or other person that is immersed in the English world but they will always be monitored during the whole learning process.
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Jane willis: Task Based Learning


PRE TASK PHASE

PREPARES THE STUDENT TO DO THE TASK TASK CYCLE PHASE TASK


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Conceptual framework
Meaningful: We say that something is meaningful when is serious, important, useful and has a logical meaning so it will help to clarify some aspects and improve problems. Learning Strategies L2 learning strategies are specific behaviors or thought processes that students use to enhance their own L2 learning. The word 3/10/13

CHAPTER III OUTCOME OF THE INVESTIGATION

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STRUCTURE OF THE PROPOSAL

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WITTGENST EIN
1.

MEANIGFUL STRATEGIES
FACING QUESTIONS AND ANSWERS.

VYGOTSK Y

Philosophy of language What can be said, it must


be said clearly, and what cannot be said, it is better to keep quiet. What I am not permitted to think, language cannot express. This is our comfort. However, the search for sense cannot avoid passing through stages of nonsense.

Students raise and answer questions clearly to be understood and reflect about them in the English language. 2. FACING THE PUBLIC. Students present a topic in front of the class and answer questions about it, then reflect about it in the English language. TASK BASED LEARNING

Social cognition An essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers.

JANE WILLIS

Tasks can be used as the central component of a three part framework: "pre-task," "task cycle," and "language focus." These components have been carefully designed to create four optimum conditions for language acquisition (exposure, use, motivation and instruction), and therefore provide rich learning opportunities to suit different types of learners. 3/10/13

FACING QUESTIONS AND ANSWERS

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FACING THE PUBLIC

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CONCLUSIONS
To

design and apply meaningful strategies are very important for the students to communicate in a second language such as English. methodological strategies help students to put into practice what they learn in class. development of teaching and learning strategies provide the students the skill to acquire a second 3/10/13

The

The

SUGGESTIONS
TO

CREATE MORE MEANINGFUL STRATEGIES TO DEVELOP THE SPEAKING ENGLISH SKILL OF THE STUDENTS. ONE OF THE MEANINGFUL STRATEGIES PROPOSED SHOULD BE APPLIED IN THE SCHOOL. TO PROPOSE TO BE APPLIED THESE STRATEGIES IN OTHER SCHOOLS. REMEMBER THAT 3/10/13 IN THE TEACHING

EACH

TO