Poor Development of Listening Skill in English Learning Process: Causes and Effects

1. ARMY POLYTECHNIC SCHOOL SCHOOL OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Author : Kléber O. Sarmiento Chugcho THEME: POOR DEVELOPMENT OF THE LISTENING SKILL AND ITS INCIDENCE IN ENGLISH LEARNING PROCESS FOR STUDENTS OF THE NINTH COURSES, VESPERTINE SECTION AT THE “JUAN MONTALVO” HIGH SCHOOL, DURING 2007-2008.

2. RESEARCH PROBLEM PARTI INTRODUCTION PROBLEM IDENTIFICATION PROBLEM SETTING VARIABLE WORKING OUT OBJECTIVES JUSTIFICATION Poor development of the Listening Skill Main Problem Independent Variable General Objective Cause Effect Secondary Problems Dependent Variable Specific Objectives

3. INTRODUCTION Education process is interactive where teacher and student are connected at the same time. To domain a foreign language it should be developed all of language skills together. English language is used in all specialities around the world. A foreign language such as English gives the possibility to have an access to different information sources. By speaking English language people can know other realities and cultures.

4. PROBLEM IDENTIFICATION CAUSESEFFECTS Restriction to develop the Listening Skill Repetitive and traditional methods and techniques Lack of laboratories and audiovisual material Reduction of students' motivation and class participation Limits teaching-learning process of English language Lack of teachers' training Reduction of students' desire to learn English Lack of motivation

5. VARIABLES WORKING OUT Independent variable Listening Skill development on students of the ninth courses at the “Juan Montalvo” high school, during 2007-2008. Dependent variable English learning process on students of the ninth courses at the “Juan Montalvo” high school, during 2007-2008.

6. OBJECTIVES GENERAL OBJECTIVE To determine the main causes that provoke poor development of the Listening Skill and its incidence in English learning process for students of the ninth courses. SPECIFIC OBJECTIVES To establish methods and techniques used mostly by the teacher. To determine how the lack of laboratories and audiovisual material reduce students' motivation and class participation. To establish the significant learning by implementing strategies aimed to develop the Listening Skill.

7. JUSTIFICATION ENGLISH LEARNERS HAVE TO OPTIMIZE THEIR LISTENING SKILL: • To discriminate alike phonemes in English language. • To be able to be exposed to conversations with native speakers or • non-native speakers. • To have an integrated English -learning.

8. PARTII THEORETICAL FRAME • STRUCTURE • INDEPENDENT VARIABLE: Listening Skill. • The development of the Listening Comprehension. • Strategies for Listening Comprehension. • DEPENDENT VARIABLE: English Learning Process. • Pedagogical Models. • Curriculum. • Methodological trends.

9. THE DEVELOPMENT OF THE LISTENING SKILL • Why do students make mistakes when listening? • Lack of a laboratory of audiovisual • Bad teachers’pronunciation. • Teachers make use of structures have never been taught before. • Lack of interest about something that the teacher is saying.

10. STRATEGIES FOR LISTENING COMPREHENSION • Looking for key words. • Looking for nonverbal clues to meaning. • Prediciting speaker’s purpose by the context of the spoken discourse. • Associating information with ones existing • cognitive structure (activating background • information). • Seeking clarification. • Listening for the general gist.

11. PEDAGOGICAL MODELS • Traditional • Activist of a new school • Behaviorist • Cognitive • Contextual • Pedagogical

12. METHODOLOGICAL TRENDS • TRADITIONAL METHODS • The Grammar Translation Method • The Audio- Lingual Method • Suggestopedia • LATEST METHODS • Cooperative Learning. • Communicative method

13. CURRICULUM • Needs analysis • Goals and objectives • Language Testing • Material development • Language Teaching • Evaluation.

14. HYPOTHESIS WORKING HYPOTHESIS Poor development of the Listening Skill is affecting the English learning process . ALTERNATIVE HYPOTHESIS Poor development of the Listening Skill provokes a passive learning on students . NULL HYPOTHESIS Poor development of the Listening Skill is not affecting the English learning process.

15. METHODOLOGY PARTIII RESEARCH TYPE AND DESIGN POPULATION AND SAMPLE VARIABLES WORKING OUT Surveys Modality of the research Methodology for The research Students Conceptualization Dimensions Indicators Items Techniques tools Teachers Field research Causes and effects Sources to collect inf. through Surveys Using questionnaires Students from nine courses at the “Juan Montalvo” high school.

16. POPULATION AND SAMPLE SAMPLE CALCULATION N= Population E= Error n = Sample

17. PARTIV ANALYSIS AND INTERPRETATION Do youunderstandwhenyourteacherisgivinginstructions in Englishlanguagetocarryoutactivities in class?

18. STUDENTS’SURVEY

19. TEACHERS’SURVEY

21. CHI SQUARED FORMULA

22. CHI-SQUARE CALCULATION THEORETICAL CHI -SQUARED GL = (Row N0 -1) (column N0 -1) GL = (2-1) (3-1) GL = 2 Significance Level: 0, 01 Statistical Decision: With 2 grades of freedom and a level of Significance of 0, 01 correspond to a THEORETICAL CHI -SQUARED de 9,210 established in the statistical table of values of chi -squared.

23. STATISTICAL DECISION FOR SPECIFIC HYPOTHESIS ONCE CALCULATED CHI-SQUARED (12.28)higher than the THEORETICAL CHI-SQUARED (9,210) the Null Hypothesis Ho (ListeningSkillisnotaffectingtheEnglishLaerningProcessonstudents oh theninthcourses at the “Juan Montalvo” highschool, during 2007-2008) is not accepted.

24. CONCLUSIONS Lack of an English lab. Lack of audiovisual materials. Lack of variability of methods and techniques. RECOMMENDATIONS To build an equipped English lab with a person in charge of it. To develop language skills with audiovisual materials; tape recorder, slides-projector, CDs, pictures, movies, to keep students interested and motivated. To vary methods and techniques to have a dynamic class participation from students; application of Audio-Lingual and Communicative methods. PARTV

25. PROPOSAL PARTVI • A seminar for a week 3 hours daily about teaching methodologies. • Students’checking chart.

26. Objectives Torefreshteachers’knowledgeaboutteaching- methodologies. • To monitor students’progressbythemselves.

27. APLICATION OF AUDIO-LINGUAL AND COMMUNICATIVE METHODS

30. STUDENTS’CHECKING CHART

31. SIGNIFICANCE PURPOSE TO HERE AND NOW

32. GOAL-SETTING CONTROL OF OWN BAHAVIOR

33. THANKS