UNIVERSIDAD TÉCNICA DE MANABÍ
INSTITUTO DE POSGRADO
PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS
MENCIÓN ENSEÑANZA DEL IDIOMA INGLÉS
SECOND LANGUAGE ACQUISITION
B U IL D IN G U P E N GL ISH LA N GU A GE U SIN G T HE FOU R
E N GL IS H S KIL L S C OMB IN E D WIT H A FFE C T IVE FA C T OR S
T O S T UD E NT S OF L IC E O C R IST IAN O ISR AE L
A U T OR :
MUÑOZ ZAMBRANO JONATHAN FERNANDO
INSTRUCTOR:
MARCIA MANTILLA PHD
EL CARMEN – MANABÍ – ECUADOR
2021
1. Formulation of the Subject of the Proposal
Building up English Language using the Four English Skills Combined with Affective
Factors to Students of Liceo Cristiano Israel.
2. Objectives
2.1.General Objective:
To build up English Language using the Four English Skills Combined with Affective
Factors to Students of Liceo Cristiano Israel.
2.2.Specific Objectives:
To know how the students feel learning English.
To recognize how important English is.
To develop English Skills through directed tasks per skill.
3. Theoretical Framework
3.1.The importance of learning English.
Currently we live in a world very globalized. Many times ago, the communication
between towns, city, and countries were difficult. Currently we have different forms of
communicate with others and we do not imagine our live without a cellphone, computer,
or laptops.
Internet has helped to communication between people that lives faraway of us.
Even internet has helped us to study from our homes.
The big changes to humanity have taken place in the XX century, which has
brought new and significant changes to people, and one of these changes has been the
importance of learning English.
As we all know, Rintaningrum (2016) English is the key that opens us many
fields and we can develop our skills at entertainment, science, ICT and economy.
English has dominated the world. Currently many people realize of the
importance of learning English. Some children have the opportunity to study English in a
privet or in a bilingual school.
3.2.Students’ emotions and feelings
A student is a fragile person. They are like a flower that from little they must be
well cared, be in a good land (school) and having a good environmental condition
(partners and teachers) and to see how is their daily develop.
The teachers’ role is very important in the teaching/learning process of English
Language to each student. A teacher must be a person that explains, involves and helps to
the students for learning English.
As about Scrivener (1994), an effective teacher have the following qualities:
Listen students
Show respect
Give a clear and positive feedback
Have a good humor sense.
Is patient
Know the subject
Inspire confidence
Trust in people
Sympathize to students’ problems
Is organized
Have a good rhythm in the class
Is enthusiastic and infects enthusiasm
Is honest
One of the best aspects in the teaching/learning process is to motive our students.
According to Gardner (1995), Motivation is a crucial factor in the moment of learning a
language (English) because motivation works as a starting point for learning.
A student well motivated always will give better results but motivation is has to
be complemented with self-confidence. Brown (2001) mentions this factor as “I can do
it”. It is the confidence that a teacher gives to students for reach every goal. Teachers
must teach students to believe in themselves.
Some students will feel with anxiety because they will not see any progress
learning English. According to Ni (2012), most students with anxiety will feel nervous
and afraid in the moment of attendance to class. Those students will not cooperate in
class and they will not concentrate, or simply they will want to escape of the class.
But it is also known that anxiety can decrease, “The anxiety will decrease whe
they perceive themselves becoming more proficient, and therefore better able to
compete.” (Ni, 2012)
4. Task per skill
4.1.Listening task
For this task, students will:
Be given a paper with a reading called “Frogs”. There is a box with 10 words. The
reading has 10 missing words.
Listen an audio related to the reading twice.
Complete the blanks with the words in the box as about they heard.
Compare their answers with their classmate’s answers.
Say the orders of the words as they wrote in the blanks.
Correct wrong answers.
Be given a feedback and congratulated by their participations.
4.2.Speaking task
For this task, students will:
Be given a paper with 10 information questions and the way to answer each
question by the teacher.
Fill the information as about each question.
Practice the pronunciation of each question with the teacher.
Pick a partner to practice the information questions and answer.
Do a dialogue with the partner.
Be given a feedback and congratulated by their participations.
4.3.Writing task
For this task, students will:
Be given a paper with 20 daily routines Pictionary and some time expressions.
Pick 10 routines that they normally do or identify.
Do a sentence with each routine picked just using the subject pronoun I, (e.g., I
wake up at 7:30 every day.)
Read aloud their routines.
Be given a feedback and congratulated by their participations.
4.4.Reading task
For this task, students will:
Be given a paper with a reading comprehension a 10 questions with multiple-
choice answers A B C D.
Read quietly the reading trying to understand the context of the reading.
Look in the dictionary the meaning of the words that they do not know.
Answer the questions picking one answer A B C D.
Compare their answers with their classmate’s answers.
Say their answers.
Correct wrong answers.
Be given a feedback and congratulated by their participations.
5. Recommendations
As recommendations, I can say that:
For acquiring a new language is important to be motivated.
If you feel anxious don not frustrate, try to breathe and ask for help.
Try to have self-confidence and keep in my the phrase “I can do it”
English is a beautiful language that will not be learnt from morning to night,
practice every day, keep motivated, and put goals yourself.
6. Bibliography
Brown, H. (2001). Teaching by Principle.
Gardner, R. (1985). Social psychology and second.
Ni, H. (2012). The Effects of Affective Factors in SLA and .
Rintaningrum, R. (2016). I Find It Easy To Learn English When ………: Lecturers’ Perspective.
14.
Scrivener, J. (1994). Learning Teaching. 7-8.
7. Bibliography
Text here
