RESEARCH PROJECT

PRESENTED TO
EDNES SUARES ALOMIA

PRESENTED BY
AURA CRISTIA GUTIERREZ PATIÑO
CODE 1057594330

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

CEAD SOGAMOSO
APRIL 2020
CHAPTER 2: LITERATURE REVIEW

INTRODUCTION:

English is an important language in a person's life, both personally and professionally,

exploring their four language skills, which are speaking, writing, listening, reading, when a
person or student experiences these skills or does not have a language. This English case to
his studies not only lacks cultural information is limited but his own formative development
can generate something negative limiting factor of teaching and learning. Students do not
respond to their academic needs so it does not arouse interest or motivation, generating
indiscipline in the classroom, this is an inappropriate action that makes both the teacher and
the students deviate from their specific topics and the silver objectives for a lesson, sea for
distractions included by the students or by the teacher.

According says José Contreras (1994), the teaching-learning process is focused on

educational practice developed in the classroom, this being the center of social practice that
involves this process, acts consistently and is involved in teaching and in their commitment
to educational and social practice through schooling.

The indiscipline can be generated by an external distraction that involves a poor academic
and work performance produced by the development of activities not relevant to the specific
English subject or simply interactivity or the frequency of speaking when not allowed. The
indiscipline in the students does not catch on, they do not acquire the necessary knowledge
transmitted by the teacher creating disinterest for learning by forming social or academic
distractions, presenting social distractions the students talk too much in class about topics
that have nothing to do with what the teachers He is teaching, currently he is presenting with
the excessive use of technology, the cell phones used in the classroom, is a quite negative
factor since it diverts all the student's attention. Teachers often lack the need to develop
language skills, making it more difficult to provide knowledge and communication of the
English language. Therefore, we must change some ways as learning develops by imparting
language skills strategies that help provide solutions to this problem.

Each classroom is a setting in which a series of didactic variables intervene that make
teaching and learning English a complex act in which teachers interact with students.
Learning depends on the activities carried out, the effort to learn where the action always
focuses on the student and the skills to work, the student is the main object that participates,
building knowledge with imagination, creativity, expression, ethics and reflection.

Teachers as mediators must highlight the need for the efficiency and effectiveness of teaching
to separate how to transmit problems in a strategic way, putting into practice learning and
teaching strategies for students to learn what they are being taught, having an environment
conducive to meaningful learning, because otherwise it will. generate a problem in the
classroom in which the student is far from educating and rejecting the course and the teacher
begins by forming an indiscipline in the classroom that goes beyond society, the family and
the media also have an important role in education, where there are political and social
problems.

Language skills

According to the Common European Framework of Reference for Languages, the Teaching
objective starts from an "action-centered" approach, which considers both language users in
general and students who learn a language, mainly as "social agents", that is, members of a
society that has tasks - not just related to language - to carry out in a given set of
circumstances, in a specific environment and within a specific field of action.

English develops its classes by integrating the four linguistic skills that are speaking, reading,
listening and writing, when a student has not linked the English language to their studies not
only their cultural informational cause is limited but their own formative development this
can generate some negative factor limiting teaching and learning. Students do not respond to
their academic needs so classes do not arouse interest or motivation generating indiscipline.
Teachers often lack the need for the development of language skills, making it more difficult
to provide knowledge and communication of the English language. Therefore, some ways
must be change as learning is taking place by imparting language skills strategies that help
provide solutions to this problem.
Each classroom is a scenario in which a series of didactic variables are involved that make
teaching and learning English a complex act where teachers interact with students. Learning
depends on the activities carried out, the effort to learn where the action always focuses on
the student and the skills to work, student is the main object who participates, building
knowledge with imagination, creativity, expression, ethics and reflection. However, there are
factors that are disrupting classes in the classroom such as the indiscipline caused by some
of the students who for one reason or another are not learning what is being taught, there are
human behaviors that are influencing the indiscipline this is due to Some emotional process
that the student may be going through, often caused by the teacher when he does not know
how to handle his emotions and attitudes in class. Teachers as mediators should highlight the
need for teaching efficiency and effectiveness to know how to transmit issues in a strategic
way, putting into practice learning and teaching strategies so that students learn what is being
taught having a favorable environment for meaningful learning, because otherwise it will
generate a problem in the classroom in which the student is far from educating and rejecting
the course and the teacher starting by forming indiscipline in the classroom going beyond
society, the family and the media also play an important role in education, where there are
economic, political and social problems.

Acquisition of Second Languages, instruction and the Common European Framework

second language (L2) and foreign language (LE), based on the context in which the language
has been learned (by immersion in a foreign country or in a classroom, with little or no
exposure to the language outside it), currently the term
Acquisition is used in a generic way to refer to the internalization of a linguistic system and
involves the concepts that Krashen considered to distinguish between learning and
acquisition, that is, an implicit mental representation of language and a knowledge learned
about it (VanPatten and Benati 2010). Thus, the discipline known as Second Language
Acquisition (ASL) tries to answer questions about how learners internalize the linguistic
system of a language other than the mother tongue and
how they can use this new linguistic system in understanding and production. Learning
strategies consist of any strategy that learners use to acquire a language. ASL is interested in
discovering to what extent they correlate with better learning, what type of learner uses which
strategies, and to what extent it is possible to teach them (VanPatten. 2010).
the four language skills.
Skills listening
Auditory theory is when listeners refer to their own codes
articulatory (implicit knowledge about the effects of articulation and articulation gestures, in
addition to linguistic units). Elman and McClelland 1986) tries to explain how the words of
the mental lexicon are identified, the listening comprehension of acquiring meta-cognitive
knowledge, which would result in a better listening understanding:
a) Planning Pre-audition activities help students make decisions about what to listen to and
focus attention on meaning. First of all, those who understand need to be aware of the subject,
knowledge about how the information is organized in the different texts and about any
relevant cultural information. Second, the purpose of the text must be established so that
recipients know about the specific information they need for successful understanding. Using
all available information, subjects make predictions.
b) Monitoring comprehension by completing a task
During a comprehension activity, the receivers monitor their understanding and make
decisions about the use of strategies. They constantly need to evaluate what they are
understanding and they need to check the coherence with their understanding and internal
coherence. In this phase, practice in decision-making and in the use of strategies can sharpen
inferences and help the listener to make their monitoring more effective.
c) Evaluation of the approach and the results in the task Those who understand need to
evaluate the results of the decisions made during a comprehension task. Self-evaluation and
reflection can be developed through questions addressed to the subjects to evaluate the
effectiveness of the strategies used. A group discussion about the strategies used by different
subjects can also stimulate reflection and evaluation. Rost (2005), for his part, provides a
table that shows an approximation pedagogical to encourage and develop metacognitive
strategies in learners of an L2.
Skill speaking

- Speaking (Hymes, 1972). This model presents a proposal that defines the discursive genre
of the class to characterize the communicative events: the situation, the participants, the
purpose, the sequence of acts, the keys of interpretation of the message, the instruments, the
norms and the genre gathered in the acrostic SPEAKING (Situation, Participants, Ends, Acts
Squences, Keys, Instrumentalities, Norms, Genres): - Setting: refers to the spatial, temporal
location and the psycho-social environment.

according to( Bygates 1991). Oral production in English. Talking is something that students
do when they begin their years of life; but oral production is more than that, this involves
speaking and listening, which indicates that the learners must be prepared both to speak and
to listen very well; These two skills are very common in daily activities. When the student
knows the difference between listening and hearing, he can give a speech and interact with
others and this perspective will give a better orientation to the English class, by making the
teaching of the foreign language allow the potential development of the students with the
integration of cultural and significant factors in interaction processes.

Skill (reading): Reading in the foreign language

It is a process that involves the assimilation and processing of a text according to the previous
experience of the reader (Vygotsky, lev 1978, Oxford). It is a reciprocal activity between the
reader and the writing, allowing also to glimpse the possibility of mediating action, the
Comprehension involves the thoughts, sensations, and interpretations of the reader who
modifies the meaning and knowledge acquired through interaction with the text.

In the foreign language, linguistic, vocabulary or grammatical structure management keys

are used, which facilitate the relationship between the author and the text (Barnett, Marva
1989). With the Reading strategies it allows to improve the vocabulary, learning new words,
reinforcing the ones you already know, to expand the vocabulary, having better tools for
communication. It also allows us to better understand the culture, the language reflects the
values, customs of the speaking communities and about the language. Language structures
through reading you will be able to learn the grammatical structures and the syntax of the
language, with better meanings.

Skill writing
According to the Common European Framework of Reference for Languages, written
expression is a linguistic ability that refers to the production of written language. In addition
to verbal language, the ability of written expression includes non-verbal elements such as
maps, graphs, mathematical formulas, etc. One of its functions is to record events that have
occurred or events that are going to occur.

1. METHODOLOGY
RESEARCH OBJECTIVES

• Identify the factors of indiscipline in the fourth grade students of the educational
institution los Libertadores in English classes

 Publicize the causes of indiscipline in English classes

 Propose teaching strategies to improve discipline in English classes

The word discipline is frequently used by teachers, parents and principals, however there is
no agreement common about its meaning. For many he refers to the punishment: "If you don't
stop behaving badly, I will discipline you, but well." For others, means classroom
management or what the teacher does to control the behavior of the students; this implies that
students pose discipline problems when they do not act as the teacher wants or expects; the
key to driving the class is student behavior. Another conception very common discipline is
related to the attitudes of the students; those with ‘bad’ or ‘bad’ feelings, they are discipline
problems.

The undisciplined person will therefore be the one who rejects these rules, the one who breaks
or alters the order, the one who does not accept the structure and organization that governs
the school and that marks school life. As Gotzens (1986 p. 31) comments “derivatively, we
speak of indiscipline or undisciplined, disruptive, inappropriate behavior, or simply
misbehavior referring to all student activity that violates, violates or ignores established
disciplinary regulations.” The indiscipline and the conflict arise, then, when the discipline
imposed or established by the authority is broken, when the order is altered, when a conflict
occurs within the classroom or the center. It is an attitude of rebellion or an act of response
to a given or imposed situation, to a previous situation that causes such a response. This leads
us to wonder what we can do and what is done, what responses are given or can be given to
outbreaks of indiscipline, to disruptions of order, that is, to conflict. Let us study, therefore,
what we understand by authority and how the question of authority affects conflict resolution.

Motivation in the process of teaching / learning foreign languages

During the process of learning second or foreign languages, motivation has become a vital
element for its correct development. This work aims to analyze the motivating profile of
primary school students in acquiring these second languages. To do this, a study will be
carried out by conducting a questionnaire in two classrooms of primary school. Two types of
motivation are distinguished, motivation in learning the language and motivation in the
classroom, through this battery of tests we will detect which are the most influential in these
ages and how they do it.

Emotions hinder or favor our ability to think, to plan, to undertake the training necessary to
achieve a long-term objective, to solve problems, etc., and, in this same sense, they establish
the limits of our innate mental capacities and thus determine the achievements that we can
achieve in our lives. And to the extent that we are motivated by enthusiasm and delight in
what we do - or even by an optimal degree of anxiety - they become excellent stimuli for
achievement. (Goleman 1996: 97)

Motivation is the process that initiates, guides, and maintains a behavior oriented to

An objective. It is that force that makes us act. They can be biological, emotional,

social and cognitive which can force this behavior. Abraham H. Maslow (1991) defines
motivation as the impulse that all being has human to meet their needs

Types of motivation

Within the concept of motivation, we find different categories.

According to Lambert and Gardner (1972) a distinction must be made between two types of

motivation:
• Integrative motivation: this type of motivation occurs when the subject wants to learn that
language out of interest towards that culture of the language itself, promoting a positive
attitude, with the possible objective, also, of integrating within that group of speakers.

• Instrumental motivation: when this learning occurs for purposes utilities, for example, to
have more possibilities to find a job.
Bibliographic

electronic pages included

María S. Sandoval, Lilian Gómez, Katia Sáez / Estrategias metacognitivas en la comprensión

auditiva...

https://revistaestudiosarabes.uchile.cl/index.php/LM/article/view/30679/32435

enseñanza de las habilidades linguisticas recuered

http://repobib.ubiobio.cl/jspui/bitstream/123456789/1154/1/Chand%C3%ADa_Cabas_Jime
na.pdf

propuesta de enseñanza basada en el modelo speaking:

file:///C:/Users/Usuario/Downloads/44-130-2-PB.pdf