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Influence of the debate in the oral expression. Design of a didactic guide with communicative activities focused on the debate Influencia del debate en la expresión oral. Diseño de una guía didáctica con actividades comunicativas enfocadas en el debate |
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*Facultad de Filosofía. Escuela de Lenguas y Lingüística Universidad de Guayaquil **Facultad de Cultura Física. Universidad de Guayaquil (Ecuador) |
MSc. Lizmary Feriz Otaño* MSc. Germán Rojas Valdés** MSc. Alfonso Oswaldo Sánchez Ávila* |
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Abstract This project was developed in the school "Eloy Alfaro" where the influence of the debate in the oral expression was examined, which aims improving the speaking skill through this group technique, so the results of various studies on the subject were analyzed and it was designed a didactic guide for teachers with communicative activities focused on the debate as proposal. The development was based on pedagogical approaches as a strategy to achieve meaningful learning, keeping the students of the educational institution engaged and motivated. This means leaving aside the retrograde teaching which used to consist of repetitions and monotony, encouraging cooperative work, as well as integral formation of students because the debate promotes values such as respect, patience, teamwork, among others. Finally, it is evaluated the impact of the methodological proposal through the development of a diagnostic test of the oral expression where pros and cons of the internet were debated; students were able to express themselves orally, showing and confirming the need of improving oral expression. Keywords: Debate. Didactic guide. Oral expression.
Resumen El presente proyecto se desarrolló en el colegio fiscal "Eloy Alfaro" donde se examinó la influencia del debate en la expresión oral, cuyo objetivo es mejorar la destreza del habla mediante esta técnica grupal, así que se analizaron los resultados de diferentes estudios sobre el tema y se diseñó una guía didáctica para docentes con actividades comunicativas enfocada en el debate como propuesta. El desarrollo de la misma se apoyó en enfoques pedagógicos como estrategia para lograr un aprendizaje significativo, manteniendo a los estudiantes de la institución educativa comprometidos y motivados. Esta implica dejar de lado la enseñanza retrógrada que consistía en repeticiones y monotonías, estimulando el trabajo cooperativo, como también la formación integral de los estudiantes ya que el debate fomenta valores tales como el respeto, la paciencia, el trabajo en equipo, entre otras. Finalmente se evalúa el impacto de la propuesta metodológica a través del desarrollo de una prueba de diagnóstico de la expresión oral donde se debatió los pros y contras de la Internet; los estudiantes pudieron expresarse oralmente, mostrando y corroborando la necesidad de mejorar la expresión oral. Palabras clave: Debate. Guía didáctica. Expresión oral.
Recepción: 02/03/2016 - Aceptación: 23/05/2016
1ª Revisión: 05/05/2016 - 2ª Revisión: 20/05/2016
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EFDeportes.com, Revista Digital. Buenos Aires - Año 21 - Nº 217 - Junio de 2016. http://www.efdeportes.com/ |
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Introduction
Nowadays communication is playing a significant role and necessary in whatever time, place or circumstance. Communicating is an inevitable process of human beings to maintain contact with their peers. For that reason, teachers especially in Languages should aim at developing communication skills in students because this globalized world demands a high level of oral communication, compromising the subject to express himself in a clear, consistent and accurate way, that help him to understand and face efficiently the world around him.
The objective of this project aims at improving the oral expression in the tenth year students, parallel "h" of the Eloy Alfaro School by applying methodological techniques to improve the speaking skill. Children have difficulty explaining a topic, they are lack of coherence and clarity to express what they want to communicate, and this is due to nervousness, insecurity when speaking in front of an audience or lack of knowledge about the use and importance of oral expression, as it shows the diagnostic test and the performed surveys.
Communication in the scholar context is essential not only for students, but also for teachers because if he does not transmit the orientations in a clear way, the student will never acquire possession of knowledge and will never apply it. In the educational context is essential that students develop skills and abilities to communicate comprehensively with others, for that reason it was designed a proposal oriented to this problem. The research methodology of teaching is educational-pedagogical because it aims at improving progressively the processes of oral expression, specifically in the population sample of the institution that allow developing the whole investigative process.
Speaking is not only considered one of the most important capabilities of the man, but this is a necessary tool for coexistence and interaction between human beings. Since the start of the humanity to our times, the man has always had the possibility of expressing themselves through speech, something that cannot be said of the other forms of communication such as the written or technological; they have a short time of existence comparing with the oral.
Defining descriptively the speaking term, it is the human ability that keeps you in touch with others, a capacity that is developed only in man and differentiating from animals. Others also call speaking to one of the skills to develop in the learning of the mother tongue unconsciously, as a foreign language deliberately or consciously.
This skill also allows humans to carry out some objectives such as address to audiences through speech, in a meaningful, ordered and specified way. Through group techniques such as panel, debate, interviews, round table, the forum or symposium the man will be able to develop oral expression and achieve a better communication in the English language.
In a world where technology is advancing by giant steps, and at the same time interpersonal relationships grow with this, it is considered that communication is the key to build lasting relationships in any ambit. But there is a dilemma in trying to learn a new language especially when you speak it, as many consider this is a main impediment or obstacle to desist at the moment of studying a language. There are several factors as the fear of being embarrassed, stress or lack of interest, factors that may be evaluated ex-before as part of the management process (Barroso, Calero y Sánchez, 2015; Barroso, Sánchez, Calero, Recalde, Montero y Delgado, 2015).
So, the authors of the research stated as the main problem the incidence of the debate in the development of the oral expression in the tenth grade parallel B, in the students from Eloy Alfaro School. Due to these facts the researchers identified as the main objective, to examine the influence of the debate in the development of the oral expression, through a bibliographic study, a statistical and field analysis, to design a didactic guide with communicative activities. For the development of the research the authors made use of some theoretical empirical and statistical- mathematical methods
Theoretical methods
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Analysis and synthesis: This method was used to identify all about the oral expression and the possible causes that affect it, detailing and identifying its components. Having separated the different parts, each one of them was studied deeply and in detail through this research process.
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Inductive-Deductive Method: This method was used to collect information of a particular topic as the improvement of oral expression for the design of the various activities. Furthermore, it was noticed that the application of the debate technique in a correct way helps to develop the oral expression in students as a conclusion.
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Logical-Historical Method: In this project, this method was linked to the knowledge of the different stages of oral expression in their chronological sequence. To know the evolution and development of it, it was necessary to reveal its history, the main stages of its development and fundamental historical connections. Based on the historical study, it revealed the internal logic of its development, of its theory, coming to its essence.
Empirical methods
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Interview: This method was applied to the English teacher of the tenth year, parallel h and it contributed to identify the real problem of the communication in the English language at the Eloy Alfaro School and the possible causes determining that the debate influences the oral expression in the communication.
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Survey: This method was applied to the students of the tenth year parallel h of the Eloy Alfaro school and it served to value the interest level of the students to improve the speaking skill obtaining positive results.
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Diagnostic test: Through the application of this method, it was noticed that the debate affects the oral expression evaluating different aspects such as content, argumentation, fluency, etc. This proved the necessity of improving oral expression.
Mathematical statistical method
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Mathematical-Statistical Analysis: Through this method was possible to collect statistical information which can be observed in tables and graphs that allow highlighting the difficulties and strengths found in each evaluated criteria
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Chic Square: It was used to prove the relation between the two variables studied.
Development
English is becoming one of the most important languages learned all over world as mean of international communication to trade, finance, and education as a mean of communication among different cultures. English is a lingua franca in many corners of the planet and the official language of many international organizations like the European Union, United Nations or UNESCO. This is due to historical and political reasons, due to the importance that the British Empire in the past, when it extended its tongue over every continent. For all this, it is said that English is the universal language, which will help you to communicate without barriers.
Along the years, researchers have found many flaws in the different skills in the English language, but in this project it has been decided in particular to focus on speaking skill. It is necessary to give it the due importance, especially to the development of this skill as a channel of communication.
This problem has important educational implications as Saussure considered that oral language is first or primordial so he gave it full weight. For this reason, it is considered that language learning must receive an independent and adequate treatment to the needs of students, in this case speaking skill.
Many have given different opinions and variety of possible solutions, but in this project the investigators prefer to focus on the debate, a group technique, with objective of improving the oral communication and being able to discuss or defend postures or ideas. In turn, this plays an important role in learning process to the enrichment of values and principles of participants.
Researchers who made this project noticed that at Eloy Alfaro School, in the tenth year of basic education, parallel b this educational project is applicable because was found deficiency in the speaking skill, pretending to give a positive answer to this problem real. The authors of this project present below the basis theories that approve its exactitude.
Speaking is a fundamental for human communication; it is part of the daily life of people for example to make friends, to express ideas, to give opinions, etc.
Speaking is a productive skill (...) it is a psychological process by which a speaker puts a mental concept into some linguistic form, such as word, phrases, and sentences used to convey a message to a listener. So the speech production is the process by which the speakers turn their mental concept into their spoken utterences to convey a message to their listeners in the communicative interaction. (Saya, 2012, p.77)
This means that a person transforms his thinking into a linguistic code to transmit a message.
Nunan (1991) wrote: "Success is measured in terms of the ability to carry out a conversation in the (target) language" (p.56). What he said is important because many students put on the same level to speak a language with knowing it, so this becomes a motivation for them. If students do not have opportunities to express themselves in the classroom, automatically they lose interest in learning. But if opportunities are created to teach speaking skills in classroom, motivation will increase and the classroom will become a fun place to learn.
Depending on the objectives it is necessary to focus on accuracy and fluency. Speaking with a high level of accuracy means making very few mistakes, it means to have a correct use of vocabulary, a correct pronunciation and a correct use of the grammar. On the other hand, fluency in a language means speaking easily, reasonably quickly and without having to stop and pause a lot. When the teachers correct mistakes over and over again and interrupt them students cannot develop fluency, teachers must remember that making mistakes is a natural process of learning.
Also teachers must provide intrinsically motivating techniques attracting the attention of the students alluding to the goals of the class, interests, the necessity of acquiring new knowledge, etc. Although they may not notice why certain things are done, it will get to persuade them.
This project will focus only in the debate. Debate is a group technique which has as a main goal the communication and exposure of different ideas on the same subject O.P. de De Luca (1983) points out that “we are in the presence of a debate when dealing with a group, led by a coordinator, discuss freely on any subject or situation, exchanging opinions, in search of a truth that satisfies the majority” (p. 73). The authors of this project agree with this concept because through a debate students can know the different postures, bases and ways of thinking of others to come into a conclusion. Moreover, in the field of education the debate can play an important role in learning process because not only students can eventually switch to another position or deepen and enrich their own, also it helps to develop speaking skill, noticeably improving fluency, diction, exposing their ideas clearly and coherently.
Debate formats
The debates in the “Karl Popper” format of Karl Popper Debate Program competitions, which are organized by the Czech Debate Association, abide by these rules (CDA). The adjudicators take into consideration the Adjudicator’s handbook when judging the debates. All participants follow the KPDP Code of Ethics.
The debates are classified as formal and informal. The formal debates are those who have a moderator, a pre-set format and a specific topic to discuss; the informal ones are those who do not have a direct moderator, they are not previously arranged, and there is freedom of arguments. In this project, authors focus on two main formats which are Karl Popper and the Lincoln-Douglas Formats.
Karl Popper Format was designed by philosopher of the same name. This format consists of a discussion between two groups of three people each one, where two points of view, one affirmative and negative are presented with respect to a problem. The affirmative team must provide arguments in support of the proposal. On the other hand, the negative team must argue against it. Both teams must respond to each other's arguments and thus have an exchange of ideas from a previous and neutral research. This format can be divided into ten parts, six which must be uninterrupted speeches and the other four are questions between two orators one from each team. During the debate, each team has eight minutes of time which can be requested in fractions or all at once, to develop strategies and coordinate ideas.
The school not only intervenes in transmission of the scientific knowledge culturally organized, but also influences the child's socialization and individuation developing their affective relationships, ability to participate in social situations (games, group work), acquisition of communication skills (...) and their own personal identity (self-concept, self-esteem, autonomy). (Llera & Álvarez , 1995, p. 177)
It is necessary to remember that students come with previous experiences, and adding the new ones acquired give as a result an expansion in their interpersonal relationships and their intellectual capacity will develop.
In addition Piaget (1924) adds the idea that individuals form about their country, the political functioning, family, nation, or war, has important not only in the psychological development of the individual but in their social behavior. This contributes with this project because debaters may eventually switch to another posture or deepen and enrich their own, although that is not the main focus of a debate and this affects greatly the society.
This project is based on the necessity of developing the speaking skill so the English teachers of the “Eloy Alfaro School” will apply the debate’s techniques such as the Karl Popper’s model and Lincoln- Douglas’ model to help the students to improve their oral expression and allowing them to express their ideas, experiences and ways of thinking.
From the diagnostic test was evidence that students have difficulties in the development of oral expression, precisely in these components: quality of the exhibition (in which aspects of coherence, cohesion, clarity, simplicity, conceptual precision, fluency and diction were evaluated) and the attitude component (in which aspects such as respect, tolerance, cooperation, ability to wait their turn and persuasion were evaluated). For that reason, it was designed a didactic guide to help to improve the level of performance of oral production, making it possible through the implementation of three activities previously prepared with different topics directly related to debate which will generate a large progress in overcoming the initial difficulties such as lack of consistency, clarity to express, the insecurity when speaking in front of an audience among others, so the authors proposed as general objective to train the teachers through a didactic guide in the implementation of the debate with communicative activities to develop the speaking skill.
This didactic guide contains the orientations to strengthen the oral expression through the communicative activities focused on the debate. The debate has some topics which are related to teenagers’ actual interests such as everyday life, related to education, leisure and entertainment in order to debate using their critical opinion. In addition, teachers will be able to ask possible questions which will be answered by the students in order to orient them.
Unit 1
Title: Social networks.
Objective: The students can express whether they are for or against and defend their points of view.
Resources: Pictures, slides.
Picture 1
Picture 2
Contents
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Give the instructions.
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Choose two groups from opposing views (one affirmative and one negative).
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Set the time.
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Say the topic.
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The moderator makes a brief comment about the topic and invites the participation of the groups so they can engage in the debate.
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The moderator makes an initial and concrete question for the exchange of viewpoints.
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The two groups, those who are in favor of the subject give an affirmative answer to the question posed, defending with solid arguments; those who are against give a negative response and criticize the viewpoint of the another group.
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The members’ interventions must be short.
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The moderator must be governed by an evaluation rubric to determine the winner.
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The students are evaluated by groups.
Evaluation rubric
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Score chart
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Group 1 |
Group 2 |
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100-91 Excellent |
This profile is of an excellent debater. Arguments are coherent and clear. |
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90-71 Good |
The debater is good but it does not exist spontaneity in the transition of ideas. |
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70-51 Enough |
In this profile the debater is neither good nor bad. Arguments are not strong enough to get attention. |
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50-31 Regular |
This is almost the lowest profile having serious problems with the expression of appropriate content and values. |
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30-0 Inadequate |
The debater does not show any respect or tolerance for other’s opinions. The speech is incoherent. |
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Unit 2
Early sexuality in teenagers.Title:
Objective: The students will be able to respect others’ opinions and expose their own ones.
Resources: Pictures, slides.
Picture 3
Picture 4
Contents
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Give the instructions
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Choose two groups from opposing views (one affirmative and one negative).
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Set the time.
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Say the topic.
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The moderator makes a brief comment about the topic and invites the participation of the groups so they can engage in the debate.
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The moderator makes an initial and concrete question for the exchange of viewpoints.
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The two groups, those who are in favor of the subject give an affirmative answer to the question posed, defending with solid arguments; those who are against give a negative response and criticize the viewpoint of the another group.
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The members’ interventions must be short.
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The moderator must be governed by an evaluation rubric to determine the winner.
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The students are evaluated by groups.
Evaluation rubric
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Score chart
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Group 1 |
Group 2 |
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100-91 Excellent |
This profile is of an excellent debater. Arguments are coherent and clear. |
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90-71 Good |
The debater is good but it does not exist spontaneity in the transition of ideas. |
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70-51 Enough |
In this profile the debater is neither good nor bad. Arguments are not strong enough to get attention. |
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50-31 Regular |
This is almost the lowest profile having serious problems with the expression of appropriate content and values. |
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30-0 Inadequate |
The debater does not show any respect or tolerance for other’s opinions. The speech is incoherent. |
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Unit 3
Early alcohol in high school.Title:
Objective: They will have their critical thinking and defend their points of view.
Resources: Pictures, slides.
Picture 6
Picture 7
Contents
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Give the instructions
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Choose two groups from opposing views (one affirmative and one negative).
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Set the time.
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Say the topic.
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The moderator makes a brief comment about the topic and invites the participation of the groups so they can engage in the debate.
-
The moderator makes an initial and concrete question for the exchange of viewpoints.
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The two groups, those who are in favor of the subject give an affirmative answer to the question posed, defending with solid arguments; those who are against give a negative response and criticize the viewpoint of the another group.
-
The members’ interventions must be short.
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The moderator must be governed by an evaluation rubric to determine the winner.
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The students are evaluated by groups.
Evaluation rubric
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Score table
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Group 1 |
Group 2 |
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100-91 Excellent |
This profile is of an excellent debater. Arguments are coherent and clear. |
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90-71 Good |
The debater is good but it does not exist spontaneity in the transition of ideas. |
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70-51 Enough |
In this profile the debater is neither good nor bad. Arguments are not strong enough to get attention. |
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50-31 Regular |
This is almost the lowest profile having serious problems with the expression of appropriate content and values. |
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30-0 Inadequate |
The debater does not show any respect or tolerance for other’s opinions. The speech is incoherent. |
Source: Students of the Eloy Alfaro School of the tenth year parallel “h”
Bibliography
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Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51: 267-272, September.
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Barroso, G., Calero, S., & Beatriz, S. (2015). Evaluación Ex ante de proyectos: Gestión integrada de organizaciones de Actividad Física y Deporte. Quito, Ecuador: Universidad de las Fuerzas Armadas ESPE.
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Barroso, G., Sánchez, B. Calero, S., Recalde, A., Montero, R. y Delgado, M. (2015). Evaluación exante de proyectos para la gestión integrada de la I+D+i. Experiencia en universidades del deporte de Cuba y Ecuador. Recuperado el 03 de Enero de 2016, de Lecturas: Educación Física y Deportes, EFDeportes.com, Revista Digital. Buenos Aires, Año 20, Nº 204, mayo. http://www.efdeportes.com/efd204/evaluacion-de-proyectos-en-universidades-del-deporte.htm
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Beltrá Llera, J., & Bueno Álvarez, J. (1995). Psicología de la Educación. Barcelona, España: Boixareu.
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Carnegie Mellon University. (2010). Dell Hymes and the Ethnography of Communication. Enero. Obtenido de http://repository.cmu.edu/cgi/viewcontent.cgi?article=1013&context=english
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Common European Framework for Languages: Learning, Teaching, Assessment. (2002). Obtenido de http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf
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Estebaranz García, A. (1999). Didáctica e innovación curricular (2ª ed.). Sevilla, España.
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Hattie, J., & Timperley, H. (2007). Review of Educational Research (Vol. 77). New Zealand.
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Kagan, S. (1994). Cooperative learning. San Clemente. San Clemente.
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Lewin, W. (2009). Uso de las dinámicas grupales en el aprendizaje de los alumnos de un Colegio Militar. Lima, Perú.
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Ecuador. Ministerio de Educación (2011). Ley Orgánica de Educación Intercultural (LOEI). Obtenido de http://educacion.gob.ec/ley-organica-de-educacion-intercultural-loei/
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Mengenai Saya (2012). Suriany Nababan. 24 de November. Obtenido de http://surianyade.blogspot.com/2012/11/principles-for-teaching-speaking.html
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Nunan, D. (1991). Language Teaching Methodology. New York: Prentice Hall.
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De Luca, M.O.P. de (1983). Didáctica de la lengua oral. Metodología de enseñanza y evaluación. Buenos Aires: Ed. Kapelusz.
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Ramírez, M. (1972). Métodos de Educación de adultos. Madrid: Marsiega.
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Sanz Pinyol, G. (2005). Comunicación efectiva en el aula. Barcelona: Graó.
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Universidad Andrés Bello. (s.f.). Universidad Andrés Bello. Obtenido de http://www.unab.cl/extension/sociedad_debates/formatos_debates.asp
Another articles in English
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EFDeportes.com, Revista Digital · Año 21 · N° 217 | Buenos Aires,
Junio de 2016 |
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