THE IMPORNTANCE THE LISTENING AND SPEAKING AND FOREIGN LANGUAGE

THE IMPORNTANCE THE LISTENING AND SPEAKING AND FOREIGN LANGUAGE

FRANCISCO JAVIER AGUIRRE HERRERA

TEACHING ADULT AND YOUNG

FUNDACION UNIVERSITARIA UNICOLOMBO

LICENCIATURA EN EDUCACIÓN CON ENFASIS EN INGLES

CARTAGENA 2018

Introduction

          This globalized world allows us to connect with everyone, and learning a new language is part of a great tool when it comes to progress as a student and professional. For this reason, many recommend learning a second language from childhood, although it is never too late to learn another language; the learning of different languages ​​is no longer a waste of time for schoolchildren, since it has become a primordial necessity, since it is an investment not only because learning increases the possibility of getting a better job but also enriches social life and cultural, since language is the key to culture.

      This encourages great challenges in which students have to dare to enter this world of permanent communication with other countries with a different language. Considering this, and current results made by uniserty cambrige, who said "that there is a link between spoken language, learning and cognitive development, when using language and listening to how others use it." For this reason, I will focus this project in the skills of LISTENING AND SPEAKING FROM YOUNG TO ADULT, when it comes to learning another language since these skills are as important for children as for young people and adults because through them, the learner in an indirect way and Therefore, it is very important for new teachers to become aware of this and learn to guide the development of spoken language in young people and adults when teaching another language.

      

       Also, I can mention that these skills are the first developed by children in their first stage at the time of acquiring their mother tongue, which suggests that if any person regardless of age, sex, race, or ethnicity would like to learn another language they should learn the second language in the same way they acquired their mother tongue.

Theoretical Framework

     In order to obtain a better learning in a second foreign language, there are so many theories that focus on the use of speaking and listening, Because student needs to acquire this new language and appropriate it, student can express their ideas and communicate from t, in so This is one of the most difficult parts to achieve in the process of learning another language. According to "UNIVERSITY OF CAMBRIDGE" said in a recent research about link between spoken languages, learning and cognitive development. By using language and listening to how others use it. And in another side STRIRLING SCHOOL (2016) in a blog published on March 31,  I can say the following that listening is the ability to listen and understand in English, which makes it a fundamental part when learning a language. It is a difficult skill is, along with speaking, and the one that we need to improve, to use it in our daily life. In the other hand, the teacher LUI (2012) affirmed in the BOLGSPOT that "Listening" is piece fundamental in learning and domain of other languages.

     Many focus on other tasks or skills, because they believe that it is the most important thing when start to studying a foreign language, but "Listening" is equally important or more and should be practiced in a strategic way.

     These skills will be evaluated in a real context, outside the classroom. It is a very important part when it comes to daily interaction, for this reason, the teacher has the responsibility to prepare to students as much as possible to be able to speak English. in the real world outside of the classroom. Through listening and speaking.

Context Description

This lesson plan implemented at CENTRO COLOMBO AMERICANO in 4 vientos,this center is located on Av. Pedro de Heredia sector 4 vientos a neighborhood with socioeconomic stratum 3. The institution has a cafeteria with wifi, sports area, teacher room , administrative area, library, in addition the COLOMBO AMERICANO have psychological services and its classrooms have air conditioning and information and communication technology (TIC) that helps the student in their learning for the second language. The classrooms can have a maximum of 24 students, the age of these students is around 13 to 16 years, and the class in this teaching center is mixed, between female and male. And most of its students belong to different socioeconomic levels. In addition, they must reach level B1 to pass another better level.      

     Most of the teachers are at a C1 level (according to marco comun europeo), some teachers are native speakers of the English language, and most teachers use only the second language (English) and in some cases use Spanish

 Colombo’s mission  is to promote relations between our country and the United States, through cultural exchange and the dissemination of the English language, projecting by 2022 to maintain leadership in the dissemination of the English language through an innovative and quality academic offer. The communicative approach used by the institution as a dialogical model, like its books, has allowed its students to develop good communication and writing skills.

This educational-center has different schedules, and the students we evaluate attend every Saturday with an intensity 2 hour continuous classes, these students are evaluated each month with the performance test, and at the end of the 16 levels they are evaluated with COMPETITION TESTS.

     

Taking into account the pedagogical model of CENTRO COLOMBO AMERICANO, as a dialogical approach, we believe that this model of conversational nature and its form of evaluation in an informal, summative and formative way has great implications in the teaching of the language, such as allowing students to appropriate of knowledge through applied teaching and in context. Also, like projection to internalization of that national and international learning in the knowledge of other cultures.

    

On the other hand, Colombo teachers use didactic activities that motivate the school to participate actively and at the end, these activities allow the student to acquire knowledge and at the same time to improve their skills such as listening and speaking.

Lesson            topic:  Ability. What can or cannot I do?		Grade:           LEVEL TEEN 1	Class time:  2 Hour		Date:
Standard/s: Uso oraciones cortas  para decir lo que puedo o no puedo hacer
Content Objective:  SWBAT UNDERSTAND THE USE OF THE AUXILIARY CAN, WHEN TALKING ABOUT ABILITIES LIKE SWIM, PLAY THE GUITAR, PLAY SOCCER. Language Objective:  SWBAT TALK ABOUT THE ABILITIES THEY HAVE.                                      SWBAT DESCRIBE OTHER PEOPLE ABILITIES.
Time assigned	Teacher Action			Student Action		Resources/Materials
Warmup/ Motivation     10 min	The teacher presents a game called guessing word. The teacher splits the classroom into two parts, chooses one member of the group to stand up in front of her /his group then the teacher writes a word on the board and her / his group has to make some gestures, so that He / She can guess the word.			Students follow the instructions given by the teacher.		Board and Marker.
Building Background  20 min	The teacher says some abilities that he can and cannot do. For example I can play the guitar, I can swim, I can play soccer, I cannot climb a tree, I cannot jump, I cannot sing. After that the teacher asks them “can you play the guitar?” can you play soccer?”  Can you swim?” in which they have to answer with “yes I can or I cannot”.			The students pay attention and participate in response according to teacher questions.		None
Presentation  30 min	The teacher will play a video called what can i do? During the video he makes some pauses to explain and ask the students. The teacher will make a review about the topic by show them some images that represent some abilities like dance, play the guitar, swim, play soccer, sing, climb a tree, jump in which the students have to say she/ he can depending on the person in the image.			The students will pay attention carefully to the video presented by the teacher. Students will participate in class by saying “what he or she can or cannot do” according to the image.		Video, flashcard.
Interaction 20 min	The teacher chooses some students and gives them a list of three abilities and makes them find three classmates that can do those abilities, so that he can explain what each student can do.			The students follow the instruction of the activities; they have to find students that can do the abilities that the teacher gave them in a list.		copie,
Practice/ Application	Teacher gives them a piece of paper in which they have to draw one thing they can do and one thing they cannot do and make them explain to the rest of the classmates.			The students will draw the abilities that they can or cannot do and explain what he or she can do.		Piece of paper, color, pencil.
Review /Assessment	Teacher makes feedback by reviewing the vocabulary thought using the images used during the class. After that the teacher gives them a worksheet in which the students have to match through a line the ability described with the images			The students pay attention and participate in the feedback and in the worksheet.		Flashcard, pencil
Reflections after class delivery:

Conclusion

 

             After having analyzed what these authors say about the learning process in a new language, it is possible to conclude that there is a close relationship between those skills when it comes to learning a foreign language, since if an apprentice improves his listening it is very Probably it is reflected in his speaking, at the same time these skills allow the learner of a second language to appropriate them in a natural way, also,  in the same way that they acquire their mother tongue, these arguments arouse great interest in Each teacher that to teaching language that have these skills in great esteem, skills that when teaching a second language to our students, will make the easy way to teach them, to understands this positions will help young and adults in the teaching process allowing them face in a real context, this attitude is in accordance with the real interest of society to learn this language, for this reason I can say that improve speaking and listening are very important when it comes to learning another language.

Reference

     University of Cambridge faculty of education: Dawes L, Mercer N. ORBIT: The Open Resource Bank for Interactive Teaching. The Importance of Speaking and Listening. Recuperado de: http://oer.educ.cam.ac.uk/wiki/The_Importance_of_Speaking_and_Listening

     International Journal of Education and Information Studies. ISSN 2277-3169 Volume 4, Number 1 (2014), pp. 59-63 © Research India Publications

recuperado de http://www.ripublication.com.

     Tesis de grado: Segura R. (2011-2012). The importance of teaching listening and speaking skills (Trabajo fin de master). Dpto. Didáctica de la Lengua y la Literatura Facultad de Educación. recuperado de: https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf

     Adquisición de una segunda lengua: Krashen S. teorías de la adquisición de una segunda lengua.

Recuperado de: https://sites.google.com/site/adquisiciondeunasegundalengua/teorias

Loquetion: In on at

Katiana rodriguez