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ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LIGUISTICS IN ENGLISH PROGRAM

ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LIGUISTICS IN ENGLISH PROGRAM.

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ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LIGUISTICS IN ENGLISH PROGRAM

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  1. ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LIGUISTICS IN ENGLISH PROGRAM HOW THE INNAPROPRIATE LEARNING MATERIAL AFFECTS THE WRITING SKILL ON STUDENTS OF THE 1ST YEAR IN THE TOURISM CAREER AT THE BOLIVAR UNIVERSITY IN GUARANDA, ECUADOR SCHOOL YEAR 2007 -2008. ALTERNATIVE PROPOSAL (MOTIVATING ALTERNATIVE MATERIAL) BY MARIELA NOBOA LARENAS RUTH VERÓNICA BAZANTE DEL POZO

  2. “HOW THE INNAPROPIATE LEARNING MATERIAL AFFECTS THE WRITING SKILL ON STUDENTS OF THE 1ST YEAR IN THE TOURISM CAREER AT THE BOLIVAR’S UNIVERSITY IN GUARANDA, ECUADOR SCHOOL YEAR 2007 -2008”.

  3. LOCATION: PLACE: UNIVERSITY OF BOLIVAR LEVEL: COLLEGE HUMAN GROUP: TOURISM CAREER FIRST YEAR STUDENTS PERIOD: 2007 – 2008

  4. MAIN PROBLEM THE LACK OF STUDENTS WRITING ABILITY, THE RESULTS OF THE WRITING SKILL TEST SHOWS THAT 87% OF THE STUDENTS DID NOT POSSES WRTITNG ABILITIES

  5. CAUSE: STUDENTS DID NOT POSSES APPROPRIATE DIDACTIC MATERIAL , THE TEACHER USED PHOTOCOPIES

  6. EFFECTS: THE STUDENTS DO NOT POSSES WRITING ABILITIES TO THEIR FUTURE DEVELOPMENT IN THEIR JOB WHICH DEMANDS LOTS OF WRITING KNOWLEDGE

  7. JUSTIFICATION The research has been centred in the analysis of the writing skill development considering the great importance in the relationship that the students of tourism establish with people that visit our country. The developed proposal contributed to a more practical, technical and methodological English teaching; adapted to our reality in order to stimulate the students by having a dynamic and pleasant material .

  8. FEASIBILITY This first year of the tourism school is suitable to carry out our research because the students from this year are beginners and unskilled, they do not have appropriate didactic material, and according to the study program they have for this career, the development of the writing skill is very crucial.

  9. HYPOTHESIS • GENERAL HYPOTHESIS • An appropriate Didactic Material will develop the writing skill on students. • SPECIFIC HYPOTHESIS • The correct techniques according to their knowledge will help the students to develop the writing skill • The content of the didactic material will enable the students to interact with the real language • The proper evaluation methods will let the students to be aware of their failures and success PROBLEM OBJECTIVES GENERAL OBJECTIVE: To analyze how the inappropriate material affects writing skill on the students. SPECIFIC OBJECTIVES To establish correct writing techniques according to their need and level of knowledge To determine the didactic material contents that interact with the real language To set up evaluation methods specifically focus on writing skill in order to let the students to be aware of their failures and success MAIN PROBLEM: • Students’ lack of writing abilities. SECONDARY PROBLEMS • Not correct teaching techniques for writing. • Not real language exposure • Not evaluation methods for writing skill

  10. THEORETICAL FRAME

  11. Writing and the specific development of writing skill • Teach the learner how to write: Through appropriate forms and techniques for example: Sentence transformation, gap filling with a cue word given, gap filling with pictures prompts •  Provide adequate and relevant experience of the written language Writing has to be preceded and accompanied by wide exposure to appropriate models • Show the students how the written language functions as a system of communication. Students should be shown that any piece of writing has a communicative purpose. • Teach the student how to write texts. Give opportunities to practice and organizing their ideas to form acceptable paragraphs

  12. Writing and the specific development of writing skill (Continue) • Teach the learners how to write different kinds of texts. Students should be able to select an appropriate style formal or informal and appropriate form such as a letter or report • Make writing realistic and relevant. Determine the relevant forms to learners needs such various types of personal communication ( notes, letters) institutional communication ( formal letters, reports) • Integrate writing with other skills. Introduce writing activities that lead naturally onto of or form the use of the other skills • Use a variety of techniques and practice formats. Some techniques and formats are appropriate to certain levels • Provide appropriate support. Guidance should b tempered with opportunities for free expression.

  13. Didactic material and the advantages to use appropriate didactic material Didactic material refers to those means and resources that facilitate the teaching and learning within an educational context, stimulating the function of the senses to accede in an easy way to the acquisition of concepts, abilities, attitudes and skills. ADVANTAGES: • They have a positive effect on learner motivation. • They provide authentic cultural information. • They provide exposure to real language. • They relate more closely to learners’ needs. • They support a more creative approach to teaching

  14. METHODOLOGY

  15. TYPE OF INVESTIGATION “Descriptive” investigation because its goal is to analyze how the inappropriate learning material affects the acquisition of writing skill in students of the 1st year in the Tourism Career at the Bolivar University in Guaranda

  16. POPULATION AND SAMPLE Men an women registered at the University of Bolivar (2007-2008) 36 students (2007-2008)

  17. FORMULA The formula used for data interpretation is the following: a= Number of times with the answer “Yes’’ b= Number of times with the answer “No” c= the total of the sample answers Then: C= a+b x= % a with relation to a c x= (a/c)*100 y= % b with relation to c y= (b/c)*100 Then: x+y=100%

  18. INSTRUMENTS OF INVESTIGATION USED • Technique of the investigation: “The survey” • Instruments of the investigation: “Questionnaire”

  19. DATA COLLECTION PROCEDURES The questionnaire met the requirements of all instruments of data collection: • Reliability: to proof the reliability of our data collection two questionnaires were made of the same items to the same students but on different days the first one was made on Monday while the last one week after. • Validity :we chose the item very carefully those items was according to de curricula and the problems we expect to find out.

  20. HYPOTHESIS TEST • “An appropriate Didactic Material will develop the writing skill on students of the first year Tourism Career at the University of Bolívar” Discussion: • Most of the surveyed students 92% thought that it was necessary the use of additional didactic material to help them to develop the writing skill; while 8% of the students thought that is not necessary the use of additional didactic material to develop their writing skill

  21. continue • H 1: the correct techniques according to their knowledge will help the students to develop their writing skill. Discussion • 42% of the students could check in guest in a hotel which is the minor difficult level of writing Commercial English, while just 11% of the students could write an invitation letter which is the major medium difficult level of writing Commercial English. (data from table 2)

  22. continue H 2: The content of the didactic material will enable the students to interact with the real language. Discussion: • Data from table 4, 86% of the students affirmed that they can not elaborate a conference guide in English.

  23. continue • H 3: “The proper evaluation methods will let students to be aware of their failures and success on their writing skill”. Discussion: • Data from table No. 7 displays that 89% of the students did not do practical and technical exercises.

  24. CONCLUSIONS • An appropriate Didactic Material develops the writing skill on students of the first year Tourisms Career at the University of Bolívar. • The correct techniques according to their knowledge helps the students to develop their writing skill • The content of the Didactic Material enables the students to interact with the real language.

  25. RECOMENDATIONS • The English Teachers of tourism career should use additional didactic material (Teaching writing skills by Don Byrne, Language awareness by Kowal M. and Swain, Process of writing by Ron White) with the students in order to help them to develop the writing skill. • This additional material should help the students to develop the writing skill by stage it means using exercises of minor difficulty to major difficulty, the content of each stage should have technical English or vocabulary of tourism and hostelry curricula.

  26. PROPOSAL The survey results express that the surveyed students consider the need to have an additional didactic material which helps them to develop the writing skill to the level of their year of study also they consider the use of appropriate techniques.

  27. OBJECTIVES General Objective: • To provide alternative material for learning English writing. Specific Objectives: • Set the users real necessities. • Motivate the students to use the alternative material. • Improve the writing skill through the given material

  28. FEASIBILITY Our proposal is feasible because the technique to acquire English language writing could be learned through a series of motivating activities that will help students understand English better and play at the same time they learn English.

  29. Lesson 1:Vacations Task Objective: To write a detailed description of a vacation destination. Task Description: You have received a letter from María Elena Martínez, an English teacher at Verbo Divino in Guaranda-Ecuador. In the letter she explains that she and a group of her students are planning to visit the United States this summer because they want to see a variety of historical, cultural, natural, and recreational sites, they have decided to visit New York City, Washington, D.C., Florida, and at least one national park. She and her students want to know what they should see and do in the different sites. Write a response to her letter giving her and her students a thorough description of what to see and do in one of the sites. Be sure to answer the students' questions in your letter. Minimum Requirements to Meet Expectations: • Introduce yourself and tell a little about yourself. • Give a detailed description of what she and her students should see and do in the site you choose. • Answer the students' questions. • Write at least 225 words or 25 sentences. Suggestions: You may want to mention your personal experiences if you have visited the place you choose to describe. You might also want to mention what the students should bring on their trip. Directions: You may use the letter from María Elena Martínez to prepare your response. You may use your notes as you write your letter. You may not use a dictionary. Scoring Criteria: Level 3 writing rubric Write as much as you can! Show off what you can do!

  30. ACKNOWLEDGMENT We want to express our special gratitude to ESPE - MED that impart an excellent education to their students, as well all our teachers who have guided us in our learning process.

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