Language shapes the way we think, and determines what we can think about.

Benjamin Lee Whorf, American linguist

UNIVERSITY OF CARABOBO EDUCATION SCHOOL MODERN LANGUAGES DEPARTMENT MAJOR: ENGLISH

THE EMPLOYMENT OF THE JIG-PLAY SEQUENCE TO DEVELOP THE STRATEGIC COMPETENCE IN STUDENTS ORAL PRODUCTION IN HAPPY SCHOOL DAYS, C.A.

TUTOR: PROF. WILMELH OJEDA

AUTHORS: PADRN S., JESSICA L. VALERA A., AURA E.

Valencia, November 2010 2-2010

THE SCENERY

DIAGNOSTIC PHASE

Participants

The lack of strategy and creativity to satisfactorily communicate in an oral way.

Academic Direction

Academic Coordination

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

THE SCENERY

INTENTIONALITY OF THE INVESTIGATION

General intentionality
To clarify the employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A.

Moments of the investigation

To explore the management of the english tenses simple past and simple future possessed by the students of the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego. To design the action plan to develop the strategic competence within the oral production of the students of the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego. To execute the action plan to develop the strategic competence within the oral production of the students of the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego. To appreciate the employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A.
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

THE SCENERY
JUSTIFICATION OF THE INVESTIGATION
Corresponding to the communicative approach: It is adapted to the oral use of english in communicative situations. Theoretical It develops the creativity and strategy within the oral production.

level

Pragmatic level

Constant use of the oral expression to communicate experiences, ideas and opinions between people. Increase of self-confidence when performing a speech in a real communicative environment of english. Collaboration with the educational goals in the english center Happy School Days, C.A. Professional growth.

Instruments possible to be used as a methodological guide for future investigations.

Methodological level

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

THE SCENERY

JUSTIFICATION OF THE INVESTIGATION Theme

Discourse analysis

Investigation Line
Structure and usage of the language

Sub-theme
Analysis of the oral academic discourse

To improve or enhance the use of English in oral academic discourse.

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

REFERENCES
BACKGROUNDS
INTERNATIONAL
The use of communicative strategies among advanced spanish speakers. Rubio (2005) Study of a pedagogical intervention for the English Pronunciation teaching in a 4th year of the E.S.O. Martnez (2004)

NATIONAL
Impact of dramatic activities in the communicative competence in English. Hernndez (2003)

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

REFERENCES
BACKGROUNDS
INTERNATIONAL
The use of communicative strategies among advanced spanish speakers Rubio (2005)
It certifies that the use of communication strategies increases the language proficiency of students to speak a foreign language, in this case Spanish. It ensures that the act of placing students in a real context for learning improves their performance, or similarly it would, creating an environment close to reality in the classroom.

NATIONAL
Impact of dramatic activities in the communicative competence in English Hernndez (2003)
It establishes a precedent that provides experiences, expectations and beliefs about the impact that can be achieved using communication techniques or relevant drama which favor the development of oral skills to be employed in this research. It uses interviews as data collection method to base and evaluate the implementation of the proposal.

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

REFERENCES

THEORETICAL FOUNDATIONS

SECOND LANGUAGE ACQUISITION (Krashen, 1987)

COMMUNICATIVE APPROACH (Larsen Freeman, 1986)

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

METHODOLOGY

INVESTIGATION APPROACH

STUDY TYPE

UNIT OF ANALYSIS

PARTICIPANTS

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

METHODOLOGY

INITIAL REFLECTION PHASE

TECHNIQUES AND INSTRUMENTS

Survey

Socioacademic

Written

Interviews

Questionnaire

Mixed Individual y Group

Video

Recordings

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

METHODOLOGY

PLANNING PHASE AND ACTION PHASE

CLASS PLAN
HEADING: UNIVERSITY HEADING, TITLE, INSTITUTION, LEVEL AND TIME

General objective: Specific objective Content Story Methodological strategies Resourc es Date

Beginning-Development-Closure

Find someone who Story reconstruction Role-play

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

ANALYSIS AND INTERPRETATION OF THE RESULTS

TECHNIQUE , STRATEGY AND INSTRUMENTS

CHARACTERIZATION

OBSERVATION

CHECKLIST WITH APPRECIATION

APPRECIATIVE RECORD SHEET

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

ANALYSIS AND INTERPRETATION OF THE RESULTS

CHARACTERIZATION

HEADING: UNIVERSITY HEADING AND TITLE

Criterion

Line N 1 2 3 4 5

Description

Strategic competence Creativity

Dialogue

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

ANALYSIS AND INTERPRETATION OF THE RESULTS

CHECKLIST WITH APPRECIATION
HEADING: UNIVERSITY HEADING, TITLE, PARTICIPANT, LEVEL, INSTITUTION AND DATE. COMPETENCE INSTRUCTIONS APRECIATION CAPTIONS

TYPE OF ROLE (A-B) ASPECTS TO EVALUATE YES NO APPRECIATION E R D OBSERVATIONS

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

ANALYSIS AND INTERPRETATION OF THE RESULTS

APPRECIATIVE RECORD SHEET

HEADING: UNIVERSITY HEADING, TITLE, INSTITUTION, LEVEL, NAME OF THE PARTICIPANT, OBJECTIVE AND DESCRIPTION

DESCRIPTION SESSION 1 THE GIFT: SESSION 2 MARGARET PATRICKMEET RUTH EISENBERGH: SESSION 3 PARENTS AT SCHOOL: SESSION 4 THE AUCTION:

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

CONCLUSIONS Y RECOMENDATIONS

FINAL REFLECTION PHASE

DIRECTION OF HAPPY SCHOOL DAYS, C.A.

ACADEMIC COORDINATION OF HAPPY SCHOOL DAYS, C.A., SAN DIEGO

PARTICIPANTS

INVESTIGATORS

Recomendations
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence in students oral production in Happy School Days, C.A

AURA VALERA E-mail:XXXXXXXXXXXXXXXXXX

JESSICA PADRN E-mail: jpadron8902@gmail.com