English Contents of the Curriculum for developing Speaking Skill in the English Teaching and Learning Process, the case of students of Noveno Año de Educación General Básica “D” At Unidad Educativa “Pedro Vicente Maldonado”, in the City of Riobamba, Chimborazo Province, during the Academic Period September 2021- February 2022

After some empirical observations, it was noticed that some speaking contents and activities proposed around foreign language teaching and learning are not aligned to the students’ social-educational backgrounds. This scenario is pondered to be one of the causes for students’ limitations in the English-speaking skill; since it is assumed that students work better and learn more when the academic process is based on their contexts. In other words, they feel more attracted and confident when daily life situations are proposed in class. In this context, it was proposed the research entitled “English contents of the curriculum for developing speaking skill in the English teaching and learning process, the case of students of Noveno año de Educación General Básica “D” at Unidad Educativa “Pedro Vicente Maldonado”, in the city of Riobamba, Chimborazo province, during the academic period September 2021- February 2022”. Based on the Curricular Guidelines, this study aimed to analyze how English-speaking content is being developed in the teaching and learning process. On this basis, the qualitative approach and the descriptive level of scientific research were adopted; furthermore, for the analysis and interpretation of the qualitative data, categorization and triangulation were applied. For the activities before mentioned, a bibliographic file, a semi-structured interview, and an observation guide were developed and applied with the English teacher and students of the institutions beforementioned. The results reveal that the English curriculum and the studied workbook are flexible and facilitate the inclusion of a variety of activities for developing oral communication; all of these, immersed in the five curricular threads. In addition, in the identified contents, interests to show both Ecuadorian cultures and the one from English-speaking countries are evidenced but at the same time, there is a tendency to privilege the foreign one. In consequence, the contextualized practice was not fully developed. As a result, students lost the opportunity to be immersed in authentic situations. Therefore, it is suggested to increase the language rehearsal by using thematic related to students’ backgrounds. It would help students develop not only their communicative competence but their understanding, recognition, and respect to their social, cultural, and educational realities.

• 第一著者: Guerrero Paredes, Lady Silvana (author)
• フォーマット: bachelorThesis
• 出版事項: 2022
• 主題: Speaking Skill; English Teaching and Learning Process; English Curriculum; Ecuadorian Culture
• オンライン･アクセス: http://dspace.unach.edu.ec/handle/51000/9024