Professional Documents
Culture Documents
Proposal presented by
Angela P. Montaa Avella
Dayanna Mendoza
Andrea P. Villalobos
presented to
YUDY MARIANA IBAEZ GALINDO
4
Justification...........................................................................................................................
Problem Statement................................................................................................................
Research Question................................................................................................................
Aims.....................................................................................................................................
General Objective.............................................................................................................
Specific Objective............................................................................................................
The theoretical framework...................................................................................................
Research design..................................................................................................................
Metodology.........................................................................................................................
Role of Teachers, Students And Materials..................................................................
References..........................................................................................................................
Appendix A.........................................................................................................................
Workshop 1.....................................................................................................................
............................................................................................................................................
Appendix B.........................................................................................................................
Appendix C.........................................................................................................................
Appendix D........................................................................................................................
Appendix E.........................................................................................................................
Introduction
For a start, according in what we have analyze at a public university located in
Tunja (Boyac) students of first semester of modern languages have difficulties about to
understand in English when they are exposed to listening skill. That is why this proposal is
about how students can improve their listening skill from a t.v serie because we have
established that students find it as an easy and creative way of improve their listening skill
when they are learning a new language since it is difficult to force them in a context where
they just had to follow a specific way of develop it case of the classrooms management.
On the one hand, this proposal has the objective of help students that are beginners
about to understand the management of a second language when it refers to listening skill
specifically about English. That is why we have implemented a useful resource for solving
those troubles that they can have. The resource it is to create a comfortable space with a
good sound and image in order to practice their listening skill with a specific tv serie which
is going to be according to topic which it is going to be given previoulsly.it is with the
objective of to create aware about what they are listening it is showing in a real context.
For the other hand, this proposal has diverse point about how to develop listening
skill in English. Thus, there is a questioner that was made with the objective of know how
the students think that is their listening skill. The data showed what type of topic they
preferred and how they wanted to work in it. Thus, this proposal includes deep theory about
how the students can develop listening skill taking into account the communicative
competence since the idea of this proposal it is from a tv serie to take aware about the real
situations where language it is crucial when it is refereeing to the intentions that speakers
can have.
Justification
The learning of a new language implies new challenges for the learner; the listening
skill is one of them. According to Brown (2016) Listening in another language is a hard
job, but we can make it easier. (pg, 1). Obtaining a satisfactory listening skill in English as
second language is tough, it requires time, dedication, commitment; and the use of some
listening strategies that can help learners to make this process more bearable, until turn it
into an easier practice in the foreign language.
The importance of the listening skill goes beyond of the professional and academic
context. Listening skill is valuable to the understanding of the language, helping the users
to establish a fluent conversational. (Paris, 2013). Taking those aspects into account, it is
relevant to contribute to the improvement of this skills, creating a strategy for a group of
students of first semester from the Modern language program at a public university. It is
expected that in this space, the students are going to have the opportunity to improve their
listening skills through watching a Tv Series in English.
The learning of English through a Tv Series is a good strategy, because it introduces
the learners to new vocabulary, expressions, to gain a better listening skill, and having fun
while watching them. This strategy could be an useful tool for the members of our
community and perhaps also for others English learners in the world. Teachers can use this
strategy in the classrooms to motivate their students for the enhancing the listening skill in
the second language, in this case English.
Problem Statement
Research Question
To what extend Tv Series help students of first semester to improve their listening
skill in English?
Aims
General Objective.
To recognize what extend Tv Series help students of first semester from the Modern
Languages program at a public university to improve their listening skill in English
Specific Objective.
To create a space where a group of students of first semester of Modern languages
program in a public university, be able to watch a Tv Series in English.
the content of meaning. This term was used as the fundamental in development of active
integrative listening learning model. Hence, we think at the beginner levels, It is important
to use materials with visual components.
Listening involves understanding a speaker's accent or pronunciation, his grammar
and his vocabulary, and grasping his meaning (Howatt and Dakin). An able listener is
capable of doing these four things simultaneously. In that way, we could say that listening
might be a tough activity to master.
There are needed several micro-skills in order to develop as good as possible the
listening skill Richards (1983) lists the following micro-skills:
Ability to:
These understanding skills can be used singly or integrated with other ones to fulfil the
defined objective. So, according to Vandergrift and Goh (2012) there are some micro-skills
related to listening:
Listen for main ideas understand and summarize key points in a text
knowledge about the language forms and use, and relevant prior knowledge
Listen selectively pay attention to specific parts of the message by ignoring other
parts.
Thus, for developing the listening skill, students need to be active listeners (Brown,
They should outline the purpose for listening. They should be active in background
knowledge of the topic in order to calculate or predict content and identify suitable
listening strategies.
They should attend to the parts of the listening input that are important to the
identified purpose and ignore the rest. This selectivity enables students to focus on
specific items in the input and reduces the amount of information they have to hold
in short-term memory in order to recognize it.
They should select top-down and bottom-up strategies that are appropriate to the
listening task and use them flexibly and interactively. Students' comprehension
improves and their confidence increases when they use top-down and bottom-up
strategies simultaneously to construct meaning.
They should check knowledge while listening and when the listening task is ended.
This helps students to detect comprehension failures, directing them to apply other
strategies.
Returning about bases on listening learning model Sharma also propose:
Before listening to plan the task:
To make a decision if the strategies used were suitable for the purpose.
For motiving, teachers have to choose the adequate means of training that do not
make listening difficult but create favorable psychological environment to listen. Therefore,
genuine materials and situations prepare students for the types of listening they will need to
do when using the language outside the classroom.
Among materials for working Listening comprehension are radio and Tv programs,
announcements, post casts, speeches and lectures and so on.
In this project, TV series are the chief material because we state that it is briefer
than a movie aiding students to repeat them more than once. According to Wilson (2006)
Tv Series are entertaining, dynamic, dramatic, with culture content, story line, inbuilt
task(guess what happens)easy to extend (show another clip).
Harmer (2004) states videos aid comprehension, since general meaning and moods
are often conveyed through expression, gesture and other visual clues. All paralinguistic
features allow viewers to watch beyond what they are listening to, and interpreting the text
more deeply. Besides, the best reason for which students watch videos in an increased level
is that they have a change to see the language in use.
In brief, Listening understanding could be teaching from a functional focus. It
means planning the process of learning before, in course and after the listening activity. To
carry out that process it is necessary to keep in mind no only real situations but also to
manage materials that allow students feel motivated according their level.
Research design
This proposal instead of developing in the traditional research it has been addressed
by the model of action research because this proposal it is based on to describe what is
happening and to understand the effects that an intervention of new method can produce in
the learning of English That is why this proposal treats topics in the qualitative way since,
the idea it is from the needs that the student can have that is why the proposal addresses
about the positive effect that those problems and what to do for solving them from specific
and confident topics that will be necessary for filling gaps specifically about listening skill.
The context and the participants that included this proposal were students of first
semester of a public university located in Tunja (Boyac). Students which were studying
modern language program and the study showed that those students had difficulties when
they were exposed in situations where it was necessary to pay attention in what it was
saying in English. Those could be songs, videos when the teacher or a native speaker was
expressing ideas. What produced in their knowledge to lose the motivation in their learning
process and as a consequence it could bring problems in the decision of continue with their
career.
About the data collection instruments and procedures. This proposal applied two
instruments which were questioners and interview. The purpose of questioners and
informal interview were to ask about how they feel that their listening skill was and if they
had difficulties how they would like to eradicate them. What it showed, it was that until
they expressed in closed-end-items that they feel confident with listening, but when there
was the possibility to communicate open-ended-questions they expressed that they do not
understand totally. What produced a contradiction in terms of their perception of learning.
Metodology
the chosen population are seven students of modern languages,first semester. they
were chosen at random because in any class there is students with different
personalities,and levels of English knowledge.The number of the students is because the
seekers want to do the activities very close to the students and offer us a good feedback.
from our experience in the first semester they do not the oportunity to work with tv
series and listening from native speaker.hence, they want to innovate with authentic
material.Authentic materials can be even used from the first week of the first semester; however, the
materials must relate to learners' life experiences and contain appropriate features that enhance
comprehension at this level
(Rings, 1986; Vandergrift, 1997).
According to Bacon and Finnemann (1990) authentic materials are those texts
which are made by native speakers for non-pedagogical purposes.Besides, scholars argue that the
use of authentic materials help students to bridge the gap between classroom knowledge and their capacity to
participate in real-world events.In other words, incorporating authentic materials helps students acquire an
effective communicative competence in the target language.
Thus, pre serve teachers will explain the objective of the activity, useful information
about the video, the possible unknown words and phrases practicing their pronunciation.
Besides, Students will know the question before watching the episode, because it will help
them to focus on mean information.(Appendix A)
In whole listening to monitor comprehension:
To confirm predictions and check for inaccurate guesses.
To view again to ensure comprehension.
To ask for help if it is needed.
For doing this step, Students watch the selected part of the episode without subtitles,
share their ideas and feelings, watch the video with subtitles. Then, Pre service
teachers will ask to the students if they want to watch the video once and will develop the
workshop.
After listening, evaluate comprehension and strategy use
To assess comprehension in a particular area.
To evaluate overall progress in listening and in particular types of listening tasks.
To make a decision if the strategies used were suitable for the purpose.
To modify strategies if it is necessary.
Therefore, Students will discuss the workshop with pre server teachers and reflect to
the process of the activity.
The activity will allow pre service teachers to test the level of the students and to
design the next grading activities.
Besides, context aids students to learn vocabulary according to the situation and
have the support of the non-verbal lenguage of the characters.Krashen, S.D. , & Terrell,
T.D. (1983) claims that Communicative competence requires the mastery of the production
and comprehension of communicative acts or speech acts that are relevant to the needs of
the L2 learner.thereby, each activity will show the context, gestures and other body
language cues, knowledge of the meaning of key lexical items in the utterance.
Each person performs different roles according to the milieu which demands certain
behavior. In this opportunity, it is expected that the preservice teachers be the
leaders, guiders, observers and evaluators of the students of first semester. In other
words, according to Beltran(1995) teachers lead the students toward Knowldge and
design the conditions under which learning can take place. Students' role is very
important during this process, they are expected to follow the isntructions, pay
attention to the TV series and do all the activities recquired by the preservice
teachers, it means they are the participants. Finally the materials play the role of
data collection, which are going to be analyzed and evaluated.
references
Appendix A
Workshop 1.
Appendix B.
A TV SERIES AS A RESOURCE TO ENGAGE IN THE ENGLISH LISTENING SKILL
WORKSHOP TWO
UNIVERSIDAD PEDAGGICA Y TECNOLGICA DE COLOMBIA
FIRST SEMESTER STUDENTS OF MODERN LANGUAGES PROGRAM.
c. Wedding to go
d. Other: ____________
8. The contract was about a _____________
a. Heart
b. Daughter
c. Baby
d. The king
9. Cora prefers to stay with Rumpelstiltskin than with the King.
a. False
b. True
10. Cora prefers to stay with Rumpelstiltskin will get married.
a. False
b. True
Appendix C.
WORKSHOP THREE
UNIVERSIDAD PEDAGGICA Y TECNOLGICA DE COLOMBIA
FIRST SEMESTER STUDENTS OF MODERN LANGUAGES PROGRAM.
7. If Snow White refuses to eat the apple, her father will die.
a. False
b. True
8. Regina forced Snow White to eat the whole apple.
a. False
b. True
9. The Charming prince lives thanks to Snow White.
a. False
b. true
10. Regina felt victories because she got a horse.
a. False
b. True
Appendix D
Feedback Chart
Keep in mind these aspects before developing your workshop
Aspect
observation
percentage
Participation in
20%
class
Quality of the
answers(certainty
and grammar)
60%
attitude
and behavior in the
class
20%
Name
Appendix E
WORKSHOP
1
TOPIC
Single
or
Married
OBJECTIVE
To be an
active listener
using
metacognitive
strategies.
ACTIVITIES
Pre-listening.
While-listening.
Post-listening.
Myster
y and
Tales
To listen,
discuss and
understand
the main
issues of the
TV Series.
Pre Listening.
1.
Preserves teachers present the objective.
2. Preserves teachers contextualize to the students the
Once upon a time series.
3.
Students read the questions they are going to
answer.
While Listening.
4. Students watch two times, the three minutes series
"Once upon a Time" (Cora removes her heart). Without
subtitles.
5. While watching the series, students take notes, as
names and vocabulary.
6. Preserves teachers ask to the students if they want to
watch the video once.
Myster
y and
Tales
To listen,
discuss and
understand
the main
issues of the
TV Series.
Pre Listening.
1.
Preserves teachers present the objective.
2. Preserves teachers contextualize to the students the
Once upon a time series.
3.
Students read the questions they are going to
answer.
While Listening.
4. Students watch two times, the four minutes series
"Once upon a Time" (An apple red as Blood' Snow
White' eats the poison apple ) without subtitles.
5. While watching the series, students take notes, as
names and vocabulary.
6. Preserves teachers ask to the students if they want to
watch the video once.
7. Students discuss relevant ideas about the series with
partners.
Post Listening.
8. Students answer the questionnaire.
9. Students discuss the workshop with preserves
teachers and reflect about the activities.
Appendix F.
Universidad Pedaggica y Tecnolgica de Colombia
Facultad ciencias de la educacin
Programa de idiomas modernos
Lingstica aplicada
El siguiente cuestionario se desarrolla con el fin de conocer algunos aspectos en cuanto a su
habilidad de Listening en ingls como lengua extranjera. La informacin obtenida ser utilizada con
fines acadmicos.
1. Cmo considera que es su nivel auditivo en ingls? Sustente su respuesta.
a)
b)
c)
d)
Excelente
Bueno
Regular
Malo
Series
Documentales
Pelculas
Audio-libros
3. Qu aspectos tiene en cuenta al momento de escoger una estrategia para practicar su habilidad
auditiva en ingls?
a)
b)
c)
d)
Pronunciacin
Acento
Tema
Otro? Mencione cul.______________________
Romance
Comedia
Policiaco
Thriller psicolgico
Appendix G.
Chart for the data analysis
Observation and field notes
To describe the situation about
In that situation, what could the
advice be?
Positive
aspects
in
Aspect for improving
For the teacher For the student
the class
Appendix H.
Chronogram of the research project.
Chronogram of the research project
ACTIVITIES
Februar
y
Topic selection
Problem statement
March
Principal and
specific objectives
Rational
Theoretical
framework
Methodology
April
May
June
*
*
Instruments
Application of the
study and data
July
collection
Data analysis
Presentation of the
results
*
*