UNIVERSIDAD DEL MAR SEDE CENTRO SUR

CARRERA DE PEDAGOGA EN INGLES

USE THE COMUNICATIVE APPROACH AS AN INTRINSIC MOTIVATION ON

THE TEACHING ENGLISH LANGUAGE DEVELOPMENT, IN THE SECOND
GRADE A CLASS IN THE LICEO INDUSTRIAL SAN FERNANDO

ANTEPROYECTO DE GRADO PARA OPTAR EL TITULO DE PROFESOR DE

INGLES
ESTUDIANTES: VICENTE ARIEL GARCIA MATURANA
PROFESOR GUIA: ANA LUISA LORCA CORNEJO
San Fernando Chile
DICIEMBRE, 2013

INDEX
Introduction
I. Definition and relevance of the problem.
II. Hypothesis and investigation question.
III. General and specific objects.
IV Theoretical Framework
4.1 Communicative approach definitions.
4.2 Communicative Language Teaching definitions.
4.2.1 Examples of C.L.T and C.L.T strategies.
4.2.2 Advantages and Disadvantages.
4.3 Motivation.
4.3.1 Theories of the motivations root.
4.3.2 Type of motivations.
4.3.2.1 Extrinsic motivation and example.
4.3.2.2 Intrinsic motivation and example.
4.3.3 Importance of the motivation on the English Learning.
V. Methodological framework.
5.1 Population and sampling.
5.2 Diagnostic with no intervention
5.3 Speaking in target language using a mix
between material project and teacher material.
VI. Chart Gantt.
VII. References.

Introduction
2

In early times the reasons to learn a language was just a sign of a very
complete education, they did not ask themselves what was the need to learn it, it
was just to speak. But after the II World War the expansion of scientific, economical
and technical activity on an international level demanded the use of an
international language and English took this role. English became the accepted
international language of technology band commerce, it created a new generation
of learners who knew specifically why they were learning a language business
person who wanted to sell their products, mechanics who had to read instructions
manuals, doctors who needed to keep up with developments in their field and a
whole range of students whose course of study included textbooks and journals
only available in English (Waters, 1997), from then on there was a reason to learn
it. Nowadays there is a great variety of English courses made to satisfy specific
needs for the specialization of areas like medicine, industrial, education etc.

1. Definition and relevance of the problem.

In the following pages, you could find different reasons about why nowadays the
children have a lot of problems on the learning English language process, and one
of the most important problem is, that they cannot get the right motivation to obtain
a meaningful knowledge, they do the process in a mechanic way, do not get an
awareness during long time. In other words, they understand most of the contents,
but they do not keep it, and even apply it, on their daily lives.
When the professional intervention like a teacher began, there were two
skills far more complicated for the students; those are the listening and speaking
skills. Actually those skills are very influential in the Teaching English Process, and
then it came to wonder to myself, how could I improve these two abilities, before
mentioned? Or at least one of these skills? But it has to be in the funniest and
motivational way, something natural, usual, where they feel comfortable in the
learning within.
These investigations focused in improve the English on the natural way,
through the Communicative Approach. The students will be able to motivate to
themselves in intrinsic way, getting a meaningful learning, being the teacher a
simple mediator of the education, as the constructivism had agreed years ago.

2. Hypothesis and investigation question.

2.1 Investigation question

Could the Communicative Approach applied make that the students of the
Second grade A class in Liceo Industrial get an intrinsic motivation for improving
their English Language?

2.2 Hypothesis

The use of the communicative approach is the key for students to be

intrinsically motivated, and in this way, improving the English Language in the
Second grade A class at the Liceo Industrial San Fernando.

3. General and specific objectives

3.1 General objective

To motivate in intrinsic way to the students for improving their English

language by Communicative approach in the Second grade A Class at Liceo
Industrial from San Fernando.

3.2 Specific Objectives

To improve the student English level, using CLT activities.

To apply the methodology proposed by the Communicative Approach.

To evaluate the process of applying the methodologies implemented

To observe intrinsic motivation evidenced by students to do an activity

undertaken for pleasure.

4. Theoretical Framework.
4.1. Communicate approach definitions.

Communicative language teaching (CLT) refers to both processes and goals in

classroom learning. The central theoretical concept in communicative language
teaching is communicative competence, a term introduced into discussions of
language use and second or foreign language learning in the early 1970s
(Habermas 1970; Hymes 1971; Jakobovits 1970; Savignon 1971).
Sandra, S (p. 01).
The communicative approach refers to the way that teachers can focus the
knowledge on teaching in a foreign language inside the classroom, as such as a
way that students can communicate in a conscious way.

4.2

Communicative Language Teaching (definition)

Communicative language teaching derives from a multidisciplinary

perspective that includes: linguistics, psychology, philosophy, sociology, and

educational research. The focus has been the elaboration and implementation of
programs and methodologies that promote the development of the foreign
language ability through learners participation in communicative events. Central to
CLT is the understanding of language learning as an educational issue. Sandra, S.
(p. 04). Yale University London.

In a few words the Communicative language teaching makes use of real-life

situations that necessitate communication. Which relies on repetition and drills, the
communicative approach can help to students in arise their communicative
competences, using that type of exercises class, which will change according to
their reactions and responses or in other hands the real-life simulations is a
communicative competences student development, motived them at the same
time.

4.2.1. Examples of CLT and Communicative Language

Teaching Strategies.

In the classroom there are different activities in the target language, in

some occasions native language can be used to promote the best
understanding as possible, as: Games, role-plays, simulations, information
gaps Teachers can create their own activities according to the students
level, focusing on develop some specific CLT skill as; accuracy or fluency.
Students' motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
One example focused on the fluency use a work group. The following
exercise is focus on fluency.

The teacher and a student perform a dialog in which a customer returns a

faulty object she has purchased to a department store. The clerk asks what the
problem is and promises to get a refund for the customer or to replace the item. In
8

groups, students now try to recreate the dialog using language items of their
choice. They are asked to recreate what happened preserving the meaning but not
necessarily the exact language. They later act out their dialogs in front of the class.
Richards, J. C. (2006).
The following exercise is taken from a 1987 workshop on communicative
foreign language teaching, given for Delaware language teachers by Karen Willetts
and Lynn Thompson of the Center for Applied Linguistics. The exercise, called
"Eavesdropping," is aimed at advanced students.
"Instructions to students" Listen to a conversation somewhere in a public place and
being prepared to answer, in the target language, some general questions about
what was said.
1. Who was talking?
2. About how old were they?
3. Where were they when you eavesdropped?
4. What were they talking about?
5. What did they say?
6. Did they become aware that you were listening to them?
The exercise puts students in a real-world listening situation where they
must report information overheard. Most likely they have an opinion of the topic,
and a class discussion could follow, in the target language, about their experiences
and viewpoints.

4.2.2. Advantages and disadvantages of the CLT.

The advantages of the Communicative approach talking about, that the CLT
is much more student-orientated, because it is based on students' needs and
interests. Communicative approach seeks to personalize and localize language
and adapt it to interests of pupils. Meaningful language is always more easily
retained by learners. Seeks to use authentic resources. And that is more
interesting and motivating for children. Children acquire grammar rules as a
necessity to speak so is more proficient and efficient.
The disadvantages are for example, the students pay insufficient attention to
the context in which teaching and learning take place The Communicative
Approach often seems to be interpreted as: if the teacher understands the student
we have good communication but native speakers of the target language can
have great difficulty understanding students. Another disadvantage is that the CLT
approach focuses on fluency but not accuracy. The approach does not focus on
error reduction but instead creates a situation where learners are left using their
own devices to solve their communication problems. Thus they may produce
incoherent, grammatically incorrect sentences.

4.3

Motivation.

10

The Motivation definition is as the process that tries to explain the human
being behavior. Motivation is what helps us to act, whether it is, getting a food to
reduce hungry or reading a book to gain knowledge, but it is not necessary that the
process to be observed, at least It involves different types of aspects, such as; the
biological, emotional, social and cognitive forces that activate behavior. In everyday
usage, the motivation term is frequently used to describe why a person does
something. (Gozalo y Len, 1999).
The motivated individual exerts an effort to achieve the goal, wants to
achieve the goal, and experiences satisfaction when engaged in behavior
associated with the goal (Gardner R. C., 2010)
For example, you might say that a student is very motivated to get into a
English karaoke festival, in this case the student spends every night studying the
pronunciation of the song.

4.3.1 Theories of the motivations root.

Students interact with the world by exploring and manipulating objects,
wrestling with questions and controversies, or performing experiments. As a result,
students may be more likely to remember concepts and knowledge discovered on
their own (in contrast to a transmissions model). Models that are based upon
discovery learning model include: guided discovery, problem-based learning,
simulation-based learning, case-based learning, incidental learning, among others
(Bruner J., 1967).

11

This theory explains the concept of learning by oneself, then the teacher is
just a guide in the process because the students relates their experiences with the
new content through interaction with the objects and performing the activities to do.
For that reason a game as a technique to develop and specific ability has a
fundamental role and also is a tool to use with the class because is another way
how they can discover and learn a new knowledge in an interactive form. The
importance of games in the process of development skills help the teacher teaches
in an atmosphere more motivating and dynamic. Moreover the focus of the class is
the task, activity or game that they are developing and not the teacher who is
responsible of checking how they are doing the work.
Vygotskys first step toward concretization of this principle was the
suggestion that individual consciousness is built from outside through relations
with others: the mechanism of social behavior and the mechanism of
consciousness are the samewe are aware of ourselves, for we are aware of
others, and in the same way as we know others; and this is as it is because in
relation to ourselves we are in the same position as others are to us. (Vygotsky,
1986).
Complementing what the author said, there is a relevant importance in the
interaction with others; human beings are social in their essence for that reason the
investigation is based on creating a connection with students trough games, at the
same time to be conscious about what the others are doing because the imitation
in the usage of this methodology is a relevant process that students develop.
Conceptions by the authors who have different points of view related to
factors mentioned above, show that influence in the learning and the different
12

variables involved in the task. These concepts are mainly focused on personality,
intelligence, age, motivation and memory of students. Today there is a lack of
knowledge of content by students.
Motivated students show interest in the activities, they feel effective, they
make an effort to achieve successfully perform the tasks and they usually use
effective cognitive strategies, self-regulatory and resolve specific task they face.
Motivated teachers feel they can help their students to learn, spend extra time
planning and instructional work with students to make sure they learn and
dominate the knowledge and skills set as learning objectives. When motivation
decreases, other learning outcomes can suffer. Teachers should not only impart
knowledge and teach skills, but also develop a motivating learning environment.
(Schunk, 2006).
As Schunk said, the motivation as a factor is clearly relevant to the student's
intrinsic process to associate the new content that will be learnt the contribution
that the motivation delivers in classroom greatly influences on students, the energy
and attention can be maintained throughout the period of class and enrich the
teaching-learning process.
It is supported that a good part of the student's learning is the motivation,
but there are statements and theories that indicate that the age as factor also
influences in the learning.

4.3.2 Types of motivations.

13

There are different theories about the motivations, however the Maslow
theory in 1943, is one of the most clearly explained through of the human being
necessities.
At the same time, years after Frederick Herzberg (1959), modify the Maslow
theory introducing concepts with maintenance factors and motivation factors.
Herzberg said that there were elements such as: politic management, the
administration, supervision, working conditions, relationships, payment and others
are factors that sometime dont motivate us, but the lack of them produce
demotivation. However factors as; achieve a goal, social recognition, an interesting
job, the work growth; Herzberg considers that help to you with the motivation, in
otherwise those facts lead to frustration. It is as the same that today is happened
inside the classroom.

Estos no son los nicos modelos relacionados con la motivacin, por lo que se podran citar los
de Vctor H. Vroom, Lyman Porter y Edgard Lawler, etc., mismos que han aportado de
diferente manera al entendimiento de la motivacin.
Juan Prez L. (1985)1 relaciona la motivacin como los factores que llevan a una persona a la
accin y se pude clasificar dependiendo de su origen y destino en tres tipos: Motivacin
Extrnseca, Motivacin Intrnseca y Motivacin Trascendente. A nuestro criterio, esta
clasificacin nos permite de una manera prctica y sencilla entender el cmo se motiva a las
personas o colaboradores.
De acuerdo a Juan Prez L. para actuar tenemos los siguientes motivos:
Extrnsecos. Cualquier tipo de motivo que sea ajeno a la persona que realiza la

Germn Gomez-Llera y Jos Ramon Pin. Dirigir es Educar.Mc Graw Hill. Madrid,
1994

Aun no lo termino esta parte

14

Different types of motivation are frequently described as being either

extrinsic or intrinsic.

4.3.2.1

Extrinsic motivation and example.

Extrinsic motivations are those that arise from outside of the individual and
often involve rewards such as trophies, money, social recognition or praise.
For example the extrinsic motivation, may get extra points for finishing the task on
the time, said before to the teacher.

4.3.2.2 Intrinsic motivation and example.

Intrinsic motivation refers to motivation that comes from inside and
individual, rather than from any external or outside rewards, such as money or
grades. The motivation comes from the pleasure one gets from the task itself or
from the sense of satisfaction in completing or even working on a task.
For example, may want to get a good grade on an assignment, but if the
assignment does not interest that student, the possibility of a good grade is not
enough to maintain that students motivation to put any effort into the project.

4.3.3 Importance of the motivation on the English Learning.

The motivation is the most important factor of the English learning teaching.
Nowadays students make a the task for extrinsic motivations such as; extra pinot,
positive notes on the class book, just for getting a good grade, however contrasting
15

to mentioned before, there are pupils that find you own motivation, intrinsic way,
doing the work class, just for learning the new language or improving it. Its are the
target learning wanted by the professors, and the different theories had spoken
during years, its had presented how Motivation is the force that initiates, guides
and maintains goal-oriented behaviors (By Kendra Cherry, About.com Guide).

5. Methodological Framework
This research had three steps and each one was different meaningful
didactics, it was made together with the classroom teacher, which helps with my
investigation.
The investigation consists in three parts:
a) Evaluate how the English class was (referring to marks) before the first
intervention.
b) During the first meeting with them using combination of material made
by the professor in the classroom and me.
c) Finally, evaluate how the student motivate in intrinsically way, using the
CLT meaningful didactic created for this project.

This research has two main variables:

The communicative approach.

Instinct motivation

5.1 Population and Sampling.

16

The investigation will be applied in the Liceo Industrial San Fernando. The
school was founded in 1941 how a school of craftsman, during this year 2013, it
will celebrate his 78 years and the principal values are respect and responsibility.
It will be developed with the student of the 2 st A grade, they are 45 students that
come from different schools and for most of them it is the first time expressing
ideas in different languages. The class is compound by just man.
Also, how a technical professional Liceo, There are different technical carriers
such as:
-Mecnica de Combustin Interna y Automotriz.
- Electromecnica
- Mecnica de Mquinas Herramientas
- Construcciones Metlicas
- Construcciones de Interiores.
They can choose this carries when they start with the 3 year, depending of the
marks obtained in the grades before, and de discipline, its one of the most
important things inside the school.
The English subject had been increase the level, thanks to different Metrologic
used by the teachers, improving the point in de since, being it hopeful for the
students and the students community. Inside the class there are different realities
and interests, some students come from dysfunctional families. We are going to
work with the head teacher, English teacher, students and students families.

5.2

Diagnostic, with no intervention.

17

Inside the classroom there were be different factors to block the target
knowledge learning, such a discipline and misunderstanding of the target
language, difficulty the method used inside the classroom.
In the observation process there were some abilities more accomplished to
achieve the objectives of the class, difficulty the developed of children skills, like
the listening exercises or speaking tasks. Here there is a graphic.

32%
53%
15%

Average
Grades
(4,0 5,9)

Distincti
on
Grades
(6,0 7,0)

Unsatisfa
ctory
Grades
(3,9 and
less)

Fig. N1. Shows an average of how much they manage English. This result is based on their
marks in a previous test made by their English teacher based on the text book of the second grade
A in Liceo Idustrial, San Fernando (Appendix 1).

The proportion who has failed did not understand or learn appropriately.
There is a possibility that the material used was not suitable for the class. We can

18

infer that because of the percentage of fails is quite high considering the
percentage that passes this test.

5.3 Speaking in target language, using a mix between

material project and teacher didactic material .
Then with the second intervention was used the CLT didactic, helped by the
teacher in the classroom, observing that they felt motivated while the activity was
being realized. The results were this:

Ventas
Average
Grades
(4,0-5,9)

Distincti
on
Grades
(6,0-7,0)

Unsatisfa
ctory
Grades
(3,9 and
less)

Fig N 2. shows how the intervention has a very positive reaction on the students. This activity was
based on the book of the second year given by the ministery of education. The research shows the
effect of a specific activity made according the reality of the class. (appendix 2)

19

They improve their English, at least, when the process began in target
language, they did not understand too much, but ones of them, could express
ideas in target language, having no problem with it, being an example and
motivating to the students.

5.4. Activity proposed by this project.

The samples to this investigation will be implemented to the second grade A
class, which consists for 45 students. The groups will be divided 9, each one with 5
students, which features with the same criteria and contents to evaluate.
After that, the students will start with workshop plan, it consists that during 4
weeks, each organization, are going to create a spectacle about the daily
situations, performance it during a time minimum of 20 minutes, involving a
conversation between the 5 persons of the group.
The options are;

A meet in the line at the supermarket or buying some food.

Arriving to the foreigner language country, searchers the bags on the

customs.
Rent an apartment.
Working in a clothing store and meeting.
Working a restaurant or fast food company.

During the first 4 weeks of the implementation of the method, how they must to
organize the different factors, how a real performance, the student will develop,
and writing the dialogue as a first step, on the first week, assigning each role for
every group member.

20

Teaching them the content referred the contents elected and testing the
students work, to take in a systematically order to achieve the objective proposed
for every group, during the next two weeks.
The assessment tool used by this project was a Likert Scale for measuring of
the motivation inside the second grade A classroom.
The Likert Scale consist in a psychometric response scale primarily used in
questionnaires to obtain participants preferences or degree of agreement with a
statement or set of statements. Likert scales are a noncomparative scaling
technique and are unidimensional (only measure a single trait) in nature.
Respondents are asked to indicate their level of agreement with a given statement
by way of an ordinal scale. (Pinedo, 2010).
The variations of the scale were most commonly seen as a 5point scale
ranging from Strongly Disagree on one end to Strongly Agree. However, in other
question was from strongly agree on one end to strongly disagree.
Analysis: Each specific question (or item) can have its response analyzed
separately, or have it summed with other related items to create a score for a group
of statements. This is also why Likert scales are sometimes called summative
scales. For example it was evaluated the results as a whole using descriptive
statistics, and also the specific results for question 1.
Likert Scale Strengths:
Simple to construct.
Likely to produce a highly reliable scale.
Easy to read and complete for participants.

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Appendix 1

Listening HOW SCARY

Circle the correct answer.
4. What kind of text is it? - A song. - A poem.
A riddle
5. What special occasion was it written for? -Christmas -Easter
- Halloween.
6. Identify the animals that are mentioned in the recording.
ANT
BEES
FROGS
SCORPIONS

BATS
BEARS
CROWS
EAGLE
MICE
OWLS
SERPENTS SPIDERS

Circle the correct alternative.

7. For that is where the witches/ wishes live.
8. We can hear/ fear music oh, how scary!
9. So we run with all our night/ might.
10. Dont go into the world/ wood.

Appendix 2

22

Using the contents of the last unit of the course book, such as: to express
feelings, reported speech, and future (will), in the looking ahead, second year
course book.
The exercise consisted in 4 questions in controlled orally way.
The questions were:

What is your name?

How old are you?
Where do you live?
What do you do in your free time?
When was the last time that you feel happy?
When was the last time that you feel sad?
What did your classmate say?
Reported what you classmate said.
What will you do when you finish the school?

6 Gantt Chart
Month

May

Weeks

1 2 3 4

June.

July

Aug.

Sept.

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3

Oct.

Nov.

4 1 2 3 4 1 2 3 4

23

Activities
Visiting

to

x x x x x x x x x x

industrial
lyceum
2

Search

Information
Read papers
and

x x x x x x
x x

x x X

articles

and books
Select

information
Theoretical

framework
Introduction

Creation

x x

x x X
X x
X

of

Diagnostic test
Apply the

diagnostic test
Analysis of
the

x X

x
x
X

diagnostic

10

test
Creation of

11

lessons plan
Final

12

evaluation
Meet with the

x
x

universitys
24

teacher
13

Hand

in

14

anteproyecto
Defend

15

anteproyecto
Rewrite some
points

16

of

x x X

x x

the

anteproyecto
Making
and
analyzing

17

the

the

graphics
Adding
more
information
the

in

Theorical

18

framework
Checking the

19

final details
Defend
the
Thesis

25

7 References.

Gardner, R. C. (2010). Motiation and Second Language Acquisition. New

York : Peter Land Publishing.

Richards, J. C. (2006). Communicative language teaching today. (p. 15). 32

Avenue of the Americas, New York, ny 10013-2473, USA.

Gozalo Delgado Margarita y Len Del Barco Benito (1999),

Algunas Aportaciones de la Psicologa de la Educacin que Guan
la Docencia Universitaria, Revista Electrnica Interuniversitaria de
Formacin del Profesorado, 2(1). Recuperado en octubre de 2005,
disponible en
URL: http://www.uva.es/aufob/publica/revelfob/99-v2n1.htm.

Sandra, S. Interpreting communicating english teaching. (p. 01). Yale

University, London.

Schunk, P. R. (2006). Motivacin en Contextos Educativos. Madrid: Printice

Hall.

26

Vygotsky, L. (1986). Thought and Language. Massachusetts: Achorn

Graphic Services.

Maslow, A. H. (1991). Motivacin y Personalidad . Madrid: Daz de Santos,

S.A.

Bruner, J. (1967). Essays for the left hand. Cambridge: Mass.

Pinedo, I. F. (6 de June de 2010). BuenasTareas.com.

Jack C. Richard, Communicative language Teaching Today, Cambridge

University Press.

Kendra Cherry, Theories of Motivation, a Closer Look at Some Important

Theories

of

Motivation,

www.About.com

Guide.

http://psychology.about.com/od/psychologytopics/tp/theories-ofmotivation.htm.

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