1. “DESCRIPTIVE AND COMPARATIVE STUDY ABOUT THE FACTORS THAT INFLUENCE IN THE USE OF THE ENGLISH LANGUAGE OF EIGHTH GRADERS FROM SUBSIDIZED AND PUBLIC SCHOOLS OF LA SERENA AND OVALLE”. Thesis to get the Bachelor ‘s Degree. Authors: Francia Cortes Arredondo Claudio Salinas Salinas Ricardo Villalón Guzmán La Serena Diciembre, 2010 Methodology Adviser: Claudia Boniche Castillo

2. “DESCRIPTIVE AND COMPARATIVE STUDY ABOUT THE FACTORS THAT INFLUENCE IN THE USE OF THE ENGLISH LANGUAGE OF EIGHTH GRADERS FROM SUBSIDIZED AND PUBLIC SCHOOLS OF LA SERENA AND OVALLE” Problem Formulation Referencial Framework Methodologic Framework Results

3. Which factors influence the junior high students to use English Language in the classroom? Which teaching strategies are suitable to foster the English in junior high students? Are the teaching methods an important factor for the junior high students to produce English Language? ? INVESTIGATION QUESTIONS

4. Specific Objectives Describe the level of efficiency of the methods and strategies used by teachers to develop oral expression, from the teachers point of view in each school.. Describe the level of efficiency of the methods and strategies used by teachers to develop oral expression, from the Student’s point of view in each school Compare the point of view of the level of efficiency of methods and strategies used by the teachers and the students about the educational institution by which they belong to. General Objective Determine the efficiency of the methods and strategies used by the teacher to develop the oral expression in eighth graders from subsidized and public schools in La Serena and Ovalle, IV region of Coquimbo..

5. REFERENCIAL FRAMEWORK Contextual Framework Background Framework Theoric Framework Conceptual Framework

6. CONTEXTUAL FRAMEWORK English Opens Doors English Progress Maps Programs of Study Educational Reform in English

7. 1º Estudio “How much do learners know about the factors that influence their listening comprehension?” (National University of Singapoore, 1996, Christine Goh) 2º Estudio “National results of the diagnosis in English (MINEDUC, 2004) 3º Estudio “ Intercultural communication and communicative strategies of not native speakers of Spanish in Chile. ”( Catholic University of Valparaiso, 2008, Andrea Tapia A.) BACKGROUND FRAMEWORK

8. THEORIC FRAMEWORK Second language acquisition Krashen’s 5 hypothesis

9. CONCEPTUAL FRAMEWORK Process of teaching – learning SkillsProductive Skills

10. METHODOLOGIC FRAMEWORK Justification of the Methodoogy Design of the Investigation Universe and Sample of the Study Hypothesis Variables Tecnic/ Instrument for data Collecting Procedures for data Collecting Criteria of Scientific Rigor.

11.  QUANTITATIVE STUDY  NON EXPERIMENTAL DESIGN, TRANSVERSAL / DESCRIPTIVE AND COMPARATIVE.

12. UNIVERSE SAMPLE

13. HYPOTHESYS The appropriate use of teaching methods and strategies, promote the student’s oral production of English language.

14. Methods Strategies learning Stiles. Motivation. VARIABLES

15. Questionnaire TECNIC/ INSTRUMENT FOR DATA COLLECTING

16. Identification of the Sample. Instrument Aplicability. Information Analisys. PROCEDURES FOR DATA COLLECTING

17. Mss. Ana Ma. Godoy Alcayaga: Magíster en Ciencias de la Educación, Profesora de Estado en Ingles Mr. Christopher Maligec : Postítulo en Idioma Extranjero, Profesora de Estado en Inglés y Licenciada en Educación. Ms. María Emilia Vargas Vásquez: Magíster en Lingüística Anglosajona, Mención Teorías de Aprendizaje de Lenguajes, Licenciada en Educación, Profesora de Ingles, Universidad de Santiago de Chile. Mss. Loreto Tapia Saez : Magíster en Ciencias de la Educación,Post-Titulo en Planificación y Desarrollo del Currículum y Evaluación Educacional. CRITERIA OF SCIENTIFIC RIGOR

18. RESULTS Variables ConclusionSuggestions

19. RESULTS

24. Teachers’ total score

27. STUDENTS’ PEREPTION TOTAL SCORES

29. Perception of the Use of Strategies of Oral Production in L2

30. Discussions  Teachers use strategies that promote the ability of oral expression.  Methods and strategies used by teachers to develop oral expression, it goes in a direct correlation which was observed empirically in this research process, since the efficiency and effectiveness of the methods which develop the four skills are linked directly with the perceptions of students, both to the language and the teacher leading a better availability for the students to learn the target language.

31. Conclusions There is a great amount of teachers that are considered to be efficient in the use of the methods and strategies to develop the oral expression and this are feasible when there are:  -Training courses  - Teachers have traveled abroad

32.  - The oral expression in eighth grade students is meaningful when there is an appropriate use of the teaching methods and strategies and these are set to exposed the students to language in order to make the acquisition– learning process a meaningful experience.

33. Suggestions  - It is recommended to the teachers of English in being interested and making all the training courses implemented by the Ministry of Education  - It is important teachers get implementation to the correct execution of teaching and improvement of the teaching strategies.

34.  - Teachers who work focused on the traditional method, to rethink and reflect on their practice because the innovative strategies individualized and direct ones that are attractive and interesting for them and for students.  - Teachers must be able to meet the different learning styles in the classroom, in the creation use tools and strategies.