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RESEARCH PROJECT   INFLUENCE OF THE INPUT AND INTERACTION ON VOCABULARY ACQUISITION IN THE TENTH YEAR AT “CIUDAD DE CUENCA” HIGH SCHOOL DURING THE SECOND.

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Presentation on theme: "RESEARCH PROJECT   INFLUENCE OF THE INPUT AND INTERACTION ON VOCABULARY ACQUISITION IN THE TENTH YEAR AT “CIUDAD DE CUENCA” HIGH SCHOOL DURING THE SECOND."— Presentation transcript:

1 RESEARCH PROJECT INFLUENCE OF THE INPUT AND INTERACTION ON VOCABULARY ACQUISITION IN THE TENTH YEAR AT “CIUDAD DE CUENCA” HIGH SCHOOL DURING THE SECOND PERIOD OF THE SCHOOL YEAR AUTHOR: LILIANA TERESA CORREA MONCAYO THESIS DIRECTOR: DR.MARÍA TERESA LLUMIQUINGA P., MG THESIS CO-DIRECTOR: MG. CARLOS ESPÍN AUGUST, 2015

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3 The students cannot communicate in English
Effect 1.1 The students cannot communicate in English Effect 2.1 The students manage a scarse vocabulary Effect 3.1 The students don’t understand new words from oral speech Effect 1 Inappropriate enhancement of linguistic skills Effect 2 Memory-focused learning Effect 3 Isolate vocabulary Limited English vocabulary Cause 1 Limited practice of input and interaction Cause 2 Few opportunities for acquiring and increasing vocabulary Cause 3 Book-centered approach Cause 1.1 Predominant use of Spanish in class Little knowledge of Linguistic Theories Cause 2.1 Old-fashioned methodologies Cause 3.1 Minimal use of extra material

4 What is the relationship between the practice of input and interaction and the students´ vocabulary acquisition and development? Problem-formulation

5 HYPOTHESIS The applying of language input and interaction in English classes in the tenth year of the “Ciudad de Cuenca” high school will enhance the students’ vocabulary acquisition.

6 RESEARCH QUESTIONS Do students in the experimental group comprehend input more successfully than those on the control group? Do students in the interactionally experimental group recognize more words than those on the control group? Do students in the interactionally modified group retain more words than those on the control group? Do students in the modified experimental group comprehend the meaning of target words in context more accurately than those on the control group?

7 VARIABLES INDEPENDENT DEPENDENT LISTENING COMPREHENSION INPUT
VOCABULARY ACQUISITION LISTENING COMPREHENSION INTERACTION INPUT

8 METHODOLOGY TYPE POPULATION SAMPLE INSTRUMENTS BE INPUT INTERACTION
BEHAVIORISM NATURIST DPZ BE

9 PROCESS PRE-TEST TREATMENT IMMEDIATE POST-TEST DELAYED POST-TEST 1

10 PROCEDURE

11 Objectives General To identify the incidence of implementing an input-interactional approach to the ESL curriculum in order to improve the English vocabulary in the students of tenth year Basic Education at “Ciudad de Cuenca” High School during the second quimester, Specifics To determine the relationship between comprehensible input and vocabulary acquisition. To ascertain at what extent the incidental vocabulary opportunities are provided by teacher talk. To create an input- interactional classroom environment that allows both students and teachers at the “Ciudad de Cuenca” High School engage on communicative activities, negotiation for meaning as well as opportunities to acquire and improve their English vocabulary.

12 Theoretical Framework approaches to language acquisition
BEHAVIORISM NATIVISM CONSTRUCTIVISM INPUT HYPOTHESIS INTERACTION HYPOTHESIS GASS’ MODEL L.A.D

13 INPUT HYPOTHESIS

14 ANALYSIS OF RESULTS PRE-TEST

15 TREATMENT SESSION TASK SESSION 1 Listen-and-do task SESSION 2
pair listen-speak-write task SESSION 3 group listen-speak-recognize task

16 COMPARISON OF POST-TEST RESULTS BETWEEN THE TWO GROUPS

17 CONCLUSIONS Do students in the interactionally experimental group recognize more words than those on the control group? Experimental 403 words Control: words Do students in the experimental group comprehend input more successfully than those on the control group? Experimental: Pret-est:3. 03 Post-test: 12.03 Control: Pre-test 3.61 Post-test 5:71 Do students in the modified experimental group comprehend the meaning of target words in context more accurately than those on the control group? Experimental: more words in context Control: less words What is the role of interaction on word knowledge? Experimental: negotiation for meaning Some encounters with the new words Does the teacher talk enhance vocabulary acquisition? Experimental: a challenge to comprehend the message Use language in a real communicative situation

18 THE PROPOSAL

19 JUSTIFICATION The main purpose of learning a language is communication. EFL learners cannot communicate effectively by using the target language. The limited vocabulary prevents students from comprehending a message and maintaining the normal flow of communication. There is a need to review the teaching practice and see how teachers can support students to be competent speakers of English.

20 STAKEHOLDER ANALYSIS PARTICIPANTS INTERESTS EXPECTATIONS
PERCIEVED PROBLEMS RESOURCES DIRECT BENEFICIARIES Ciudad de Cuenca High School Tenth year students Acquire and develop basic vocabulary which enable them to communicate better Limited target vocabulary corpora which prevent them to communicate effectively HUMAN Researcher Students MATERIAL Stationery Projector English teachers from Ciudad de Cuenca High School Update in ESL approaches to teach vocabulary in an interactive manner Teaching and learning process based mostly on the textbook and on Grammar and Translation Instructor English Teachers Vocabulary in action (Book) INDIRECT BENEFICIARIES Ciudad de Cuenca High School professors Supply of methods and strategies to enhance the students’ word knowledge Procedures and curricular methodologies focused on repetition and memory Professors Ciudad de Cuenca High School Bachillerato students Learn vocabulary in situations similar to those of real life Used to be provided with large lists of words and glossaries NEUTRAL/ EXCLUDED Private schools Take advantage of the new approaches to teaching English Use of proved methodologies and techniques for a long time Proposal

21 Vocabulary acquisition
RECOMMENDATIONS Input Teachers should create a positive environment Give the students opportunity to listen to language a little beyond their current language competence Interaction Students should be given the opportunity to negotiate for meaning Students can promote other language skills Vocabulary acquisition Teachers should use other strategies in addition to the repetition and memorization The students should have many encounters with the new word Teacher Talk Teachers should use as much of the target language as possible Teachers should use some complementary tools to help the students understand: gestures, mime, facial expressions, visual cues, context

22 FINAL CONCLUSION

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