Techniques to improve the reading skill based on the natural approach method.docx
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Techniques to improve the reading skill based on the natural approach method.docx
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Techniquestoimprovethereadingskillbasedonthenaturalapproachmethod
ABSTRACT
Thispresentinvestigativeworkentitled,TechniquestoImprovetheReadingSkillBasedontheNaturalApproachMethod,isbasedonthefactthatthestudentsofthetenthyearofbasiceducationpresentdifficultiesinthereadingEnglishclass;forthisreasonknowledgeofeffectivereadingtechniquesisindispensableintheclassroom;thus,thestudentscanhaveinterestingclasses.
Themainobjectiveofthisprojectistoimprovestudents’performanceinthereadingskillthroughtheapplicationofreadingstrategies.Therefore,weproposetoelaboratedidacticmaterialinordertoawaketheinterest,motivation,andincentiveofthestudentstoimprovetheirreading,throughdifferenttechniquesdevelopedaccordingtotherecommendationsoftheNaturalApproachMethod.TheapplicationofthesementionedtechniquescanproducechangesinthebehaviorofthestudentsinourEnglishclasses.
KEYWORDS
Reading,NaturalApproach,Technique,Contents,ReadingStrategies,LessonPlan,Method
CONTENTS
Introduction……………………………………………………………………7
CHAPTERI:
1.THENATURALAPPROACHMETHOD……………………………………..
9
1.1.Definition………………………………………………………………….9
1.2.PrinciplesoftheNaturalApproach…………………………………….10
1.3.TheoreticalBasisoftheNaturalApproach……………………………11
1.3.1.TheTheoryofLanguage……………………………………………...11
1.3.2.TheTheoryofLearning……………………………………………….13
1.4.ApplicationoftheFiveHypothesistoSecondLanguageClasses…15
1.5.TheSyllabusandDifferentRoles………………………………………16
2.HowtoImproveReadingusingtheNaturalApproachMethod……….17
2.1.TipstoimproveReading…………………………………………………18
2.2.Strategiesandtechniquestoimprovereading……………………….20
CHAPTERII:
2.IDENTIFICATIONANDDESIGNOFMETHODOLOGICALSTRATEGIES……..23
2.1IdentificationofStrengthsandWeaknessesofLessonPlansofUnit4……….26
.
2.2ProposaltoImprovetheReadingSkillinUnit4…………………………………..28
CHAPTERIII:
3.ELABORATIONOFMATERIALSUSINGTHEMETHODOLOGICAL
STRATEGIESTOIMPROVETHEREADINGSKILL……………………………...35
3.1ApplicationoftheElaboratedMaterialtoLessonPlan1…………………….…52
CONCLUSIONS……………………………………………………………………………54
RECOMMENDATIONS…………………………………………………………………….55
UNIVERSITYOFCUENCA
SCHOOLOFPHILOSOPHY
GRADUATIONCOURSEINENGLISHLANGUAGEANDLITERATURE
TOPIC:
“TECHNIQUESTOIMPROVETHEREADINGSKILLBASEDONTHENATURALAPPROACHMETHOD”
PREGRADUATEMONOGRAPH
Priortoobtainingthedegreeof
BACHELORINENGLISHLANGUAGEANDLITERATURE
FannyCorrales–MirianFaicán
Authors
Mtr.KatherineYouman
Directora
CUENCA–ECUADOR
2010
Authorship
Allthecontentofthisthesisistheexclusiveresponsibilityofitsauthors.
Authors’signatures
……………………………..……………………………...
Lcda.FannyCorralesPSE.MirianFaicàn.
ACKNOWLEDGMENT
Iwanttothankallmygraduationcourseteacherswhoguidedmeinmystudies,especiallyMtr.Katherine
Youmanwhospenthertimeinreviewingmyproject.Also,Ithankallthepeoplewhohelpedmeuntiltheendofthisproject.
FANNY.
Thisresearchworkcannotbefulfilledbyoneortwopeopleworkingalone.Onthe,contrary,thisworkhasbeendevelopedwiththegeneroushelpofmanytalentedpeople,suchas,Mtr.KatherineYouman,whoverywiselyguidedme,andcollaboratedwiththesetupandthedevelopmentofthiswork.Toalltheteachers,facilitatorsofthedifferentmodules,whosharedtheirknowledgeandexperienceswithus.AndtoMtr.CatalinaAstudillo,whoasacoordinatorofthegraduationcourse,gavemetheopportunitytofinishonestagemoreinmyacademicformation.
Finally,mysinceregratefulnesstotheauthoritiesofthe“RìoCenepa”highschool,tomycolleagues,students,andfriends,whowiththeirsupportmademydreamwillcometrue.
MIRIAN.
IdedicatethisworktomylovelyGodbecausehehasgivenmelightandblessedmylifetogoaheadonthislongway.
Tomydearchildren,AlexanderandAdriana,whoilluminatedmylifewiththeirarrival.
Tomyhusbandanddearparents,whosupportedmeandhelpedmetofulfillthiswork.
FANNY.
Inthefulfillmentofthisresearch,whichhasrequiredpersonaleffortandsacrifice,mineandthatofmyfamily,Iwanttodedicatesincerelyandspontaneouslythisworktomyparents,whohelpedmeinmyfirststepsasastudentandasawoman.Inthismoment,Icannotforgetmyfaithfulfriend,Jesus,whoinanunderhandedandsilentwayhasassistedmeallmylife,andnowHehasmadepossibletheaccomplishmentofthisobjectivesodesiredbyall.
MIRIAN.
INTRODUCTION
WehaveseenthatreadingisoneoftheimportantskillsofaforeignlanguagethatisaimedatstudentsinEFLcoursesbecauseitisasignificantinstrumentthatcanhelptoincreaseknowledge.However,therearemanystudentsthathave
difficultyinpracticingthisskillbecausethereisalackofanappropriatemethodthatencouragethemtoreadwell.
Thisinvestigationworkhasbeendonebecausestudentsofthetenthyearofbasiceducationhavealowperformanceinreading.Students’useofreadingismainlyinlookingforinformation,sowhenteachingthemwemustguidethem.Theymustlearnhowtolookformainideas,anddetails,theyshouldknowhowtoskimandscanfromatext,howtouseadictionary,etc.andtheyshouldachievecomprehension.
ItisimportanttohaveinformationonandcorrectapplicationoftechniquestoimprovereadingbasedontheNaturalApproachMethod,whosepromotersareStephenKrashenandTracyTerrell.Thismethodcanhelpustosolvemanylearningproblemsintheteaching-learningprocess,sinceagreatpercentageofknowledgecomesinawrittenwaythroughbooks,magazines,internet,etc.
ThisworkwilldemonstratethattheuseoftechniquesbasedontheNaturalApproachMethodcanbuildconfidenceandinterestinreadingonthepartofthestudentsandtheycanimprovetheirlevelofreadingcomprehension.
Furthermore,wehavemadeananalysisofUnitFourofthebookOurWorldThroughEnglish3andwehaveelaboratedeachlessonplanwithashortreadingtopracticethetechniquesbasedontheNaturalApproachMethod.OurcontributionswereappliedintheTenthLevelofBasicEducationhavingasanobjectivetoimprovethestudents’.Forthisreason,wehopethatourprojectwillbesignificantcontributiontobasiceducation.
CHAPTERI
1.-THENATURALAPPROACHMETHOD
1.1.DEFINITION
TracyTerrell,ateacherofSpanishattheUniversityofCaliforniawithStephen
Krashen,anappliedlinguistatUniversityofSouthernCalifornia,publishedTheNaturalApproachin1983.Inthisbook,theycombinedacomprehensivesecondlanguageacquisitiontheorywithacurriculumforlanguageclassrooms.KrashenandTerrellhaveidentifiedtheNaturalApproachwiththattheycall“traditional”approachestolanguageteaching.Traditionalapproachesaredefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”,andwithoutmakingreferencetogrammarstructures.SothisnewphilosophyoflanguageteachingcanbeusedincurrentsituationstoimprovethedifferentEnglishlanguageskills,sinceitincorporatesthenaturalisticprinciplesandpracticesfoundsuccessfulinthestudiesofsecondlanguageacquisition.
Therefore,accordingtothefocusofKrashenandTerrell,byusingthisnewmethodtoteachasecondlanguage,wecandefinetheNaturalApproachMethodas“themethodthatemphasizesnaturalcommunicationratherthanformalgrammarstudyandistolerantoflearners´errors.ThecoreoftheNaturalApproachislanguageacquisition,whichisconsideredasubconsciousprocess,dependentontwofactors:
theamountofcomprehensibleinputthestudentsget,andtheamountthestudents“allowin”.
Hence,ifwewanttoimprovethereadingskillbyusingtheNaturalApproach,wehavetorememberthatduringthereadingprocesssomereadersdon´trequireteacher´sinstructions,whileothersrequirethisintervention.Thereaderwhodevelopsreadingskillswithoutexplicitinstructioniscalleda“naturalreader”.So,allthatthiskindofreaderneedsforlearningtoreadisappropriatetextsandsomegoalstosetafterthereading.
1.2.PRINCIPLESOFTHENATURALAPPROACH
AccordingtoKrashenandTerrelltherearefiveprinciplesthatwehavetoconsiderintheNaturalApproachMethod.Andtheseare:
1.TheaimoftheNaturalApproachiscultivatethecommunicativecompetence,notgrammaticalperfection.
2.Inthismethodthereisanemphasisoninputtounderstandthematerial.Thisinputisalwaysonelevelabovethestudents´communicativecompetence.Competenceinalanguagecannotbelearned,soithastobeacquired.Thisway,thestudentsdeveloptheabilitytospeakorreadinasecondlanguagewhentheteacherdoesnotusethestudents´firstlanguageatall.
3.Theproductionofspeechisdevelopedonthebasisofthefollowingstagesasaresponsetolistening:
-anonverbalanswer
-aonewordanswer
-atwowordanswer
-ashortsentenceanswer
-acompoundstructuredanswer
Atthebeginningoftheteaching-learningprocess,thestudentsdon´tpayattentiontogrammarpoints,butthenslowly,theydeveloptheirabilitytocommunicativeverballybecauseofadditionallyreceptionandproduction.
1.Themainpartoftheclassisthedevelopmentofactivitiesthatstudentsperformduringtheprocessofacquiringthelanguage(input).Theamountofactivitiesdependsontheage,receptiveness,orinterestofthestudents.
2.Theaffecti
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