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Learning Strategies and oral production

Learning strategies and oral production
by

Oscar Lopez

on 4 June 2015

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Transcript of Learning Strategies and oral production

RESEARCH PROJECT
2.OBJECTIVES
3.HYPOTHESIS AND
VARIABLES

1.STATEMENT OF THE PROBLEM
Reseach Question
Justification
6.METHODOLOGY
RESEACH

7.ANALYSIS AND INTERPRETATION
OF DATA

8. CONCLUSION AND RECOMMENDATION
5.1 THEORITICAL FRAMEWORK
Due to the problems presented focuses primarily on knowing learning strategies that student of fifth year of Bachelor Degree in English at Universidad de Oriente, San Miguel
Oral Production
RESEARCH QUESTION
To what extend direct and indirect learning strategies are used by students of the Third year of the Bachelor Degree in English at Universidad de Oriente, UNIVO to promote the development of their oral production in English?
JUSTIFICATION
*This work tries to uncover the role of this strategies present in learning one foreign language, specifically in the development of oral production in English.
*The data and information obtained, could serve as a contribution for a better understanding in the problems of poor performance in the ability of oral production.
*Similarly, this work could benefit teachers to know the type of strategies are used by students and such information can be useful to clearify what type of strategies the students would need to strengthen the process of autonomous learning.

LEARNING STRATEGIES AVERAGE USE
1.never, 2.rarely, 3.sometimes, 4.normaly, 5.always
Memory 3.41
Cognitive 3.51
Compensation 3.57
Metacognitive 3.74
Affective 3.61
Social 3.62

CONCLUSION

overall, the use of learning strategies are medium, it is possible to conclude that it is necessary to strengthen the exercise using these strategies and promote educational processes in the use of them in the classroom to allow students to apply outside classes for independent study of the language and other areas of knowledge.
RECOMMENDATION
1.Take this work as a base for possible new research projects to demonstrate the impact of other variables on the use of the learning strategies.
RECOMMENDATION
2. It would be appropriate to make a comprehensive study of the four language skills (speaking, listening, reading and written).
RECOMMENDATION
3. Finally, it would be recommendable to develop a proposal for training teachers and students in promoting and implementing learning strategies intra and extra curricular way to optimize learning a foreign language.
Descriptive Research.
Quantitative Research
Collect data on Variables
6.2 POPULATION OF THE STUDY
Third year of Bachelor Degree in English at Universidad de Oriente UNIVO.
Students ranging between the ages of 19 and 25 years.
The application of the test is intended that all students participate.
STRATEGY BY STRATEGY
GENERAL ANALISYS
6.3 SAMPLING PROCEDURE.
N = Z²PQN
E² (N-1) +Z²PQ

Where:
Z²= 1.96 (confidence level= 95%)
P= 0.50(50% area under the curve)
Q= O.50(50% Complementary area)
N= 92 (Students)
E²= 0.05 (5% Sample error)

N=
1.96² ×0.5 ×0.5 ×92
(92 – 1) 0.05² + 1.96² × 0.05 ×0.05

N=
88.36
1.1879
N= 74

6.4 INSTRUMENT.
The instrument of this research was the questionnaire created by Rebecca Oxford (1990) SILL Strategy Inventory for Language Learning. This questionnaire consists of 50 questions that measure the overall use of different learning strategies used in the four language skills: speaking and writing, and oral and written comprehension.
5.2 COMUNICATIVE COMPETITION
The language on the communicative approach is not perceived as a set of rules but as an instrument for the construction of meanings. This approach does not to deny the importance of language skills, but instead focuses to achieve an authentic communicative competence.

5.3 ORAL PRODUCTION

Oral production is one of the four language skills involved in the development of communicative competence. This is usually one of the more complex because the speaker in a shorts pace of time have to think about what to say, how to say, say it clearly and without making grammatical and pronunciation errors.



In this questionnaire six groups as follows include: statements

from 1 to 3 (Memory Strategies)
from 4 to 11 (Cognitive Strategies)
from 12 to 19 (Compensation Strategies)
from 20 to 30 (Metacognitive Strategies)
from 31 to 37 (Affective Strategies)
from 38 to 42 (Social Strategies
)
5.5 DIRECT STRATEGIES
5.6 INDIRECT STRATEGIES

Enables students to understand, manipulate and create new information in different ways and always significantly. These reinforce the production and allow, through linguistic resources, develop communicative and expressive skills
Memory Strategies.
Helps to students to store all the new information and retrieve it when is needed. It help students to learn vocabulary
Compensation Strategies.
Allows students to use the language understand and produce a message despite the difficulties, limitation or gaps that person has knowledge of the language, such as vovabulary or little bit handling of grammatical structure


Allows students to monitor and regulate their own learning process to enable it to focus, plan and evaluate what are they learning.
Affective Strategies.
Help students to regulate their emotions, attitudes, motivation and values, students can control and change factors affecting learning as low self-esteem and anxiety
Social Strategies.
Help students to learn through interaction with other and such interaction learning is generated
3.1 GENERAL HYPOTHESIS

Learning Strategies such as Direct and Indirect promote the development of Oral Production in the students of Third year of Bachelor Degree in English at Universidad de Oriente, San Miguel.

3.2.1 INDEPENDENT VARIABLE: “LEARNING STRATEGIES”

The independent variable is "Learning Strategies" that refers to the various tools that students can use in their respective classes or outside to acquire professional knowledge in the oral production so that they can be facilitate learning and how to ensure that students learn easily.

3.2.2 DEPENDENT VARIABLE: “SPEAKING PRODUCTION SKILL”

The dependent variable refers to speaking production skill, we can understand that the term integrated English language skills refer to an approach that deals with that interrelationships among English macro-abilities where we can put in practice, but this research only dials with speaking and critical thinking.



Cognitive Strtegies.
Metacognitive strategies.
7.4 STRATEGIES USE IN OVERAL AVERAGE.
The students of third year of bachelor degree in English learning strategies used with medium average of 3.6 of the six groups of strategies they tend to use more often metacognitive strategies averaging 3.7. The students use all metacognitive sub-strategies: use my knowledge about the topic or personal experiences., pay attention when somebody speaks in English., When I am not sure to speak English, I prefer not talk and just listen to those who speak., practice English with other students seek help from native speakers. The strategies used are less memory averaging 3.4.
*GENERAL: Identify the type of learning strategies used by students of Third year of Bachelor Degree in English at Universidad de Oriente, San Miguel to promote the development of their oral production.

*SPECIFIC
1-To determine the frequent use of Direct Learning Strategies used by students of Third year of Bachelor Degree in English at Universidad de Oriente, San Miguel to promote the development of their oral production in English.
2-To determine the frequent use of Indirect Learning Strategies used by students of Third year of Bachelor Degree in English at Universidad de Oriente, San Miguel to promote the development of their oral production in English.
THESIS STATEMENT
In order to enhance the oral production in English the student of 3° year of bachelor degree in English at Univo, use direct and indirect learning strategies , mainly they often utilize
memory,

cognitive
and
compensation
techniques for direct strategy as well as it is used
metacognitiva
,
affective
, and
social
techniques for indirect strategies.
Thesis statement
INTEGRANTES
Oscar René López Fuentes.
Katherine de la Paz Torres Machuca.
Jennifer Adriana Díaz Mendoza.
Carla Mariela Rodríguez Muñoz.
Pedro Alberto ParadaSoto.
JesúsdelCarmenCarballo Cruz
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