Tesis complet bullying . 21 6-2012-2

UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY OF THE BULLYING PROBLEM AT THE
PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL, 2014.
LICDA. GUADALUPE BRENES SOLANO
LICDA. SONIA ORTIZ CORTES
2014

TABLE DE CONTENTS
Examining board……………………………………………………………………………..….……….. v
Advisory committee …………………………………………………………………………….……..… vi
Sworn declaration ….…………………………………………………………………………….……… vii
Dedication ………………………………………………………………………………………………... x
Acknowledgement ……………………………………………………………………………………..... xi
Letter from the institution..…………………………………………………….………………………… xii
Preface …………………………………………………………………………………………………… xiv
CHAPTER I INTRODUCTION ………………………………………………………. 1
1.1 Background of the problem ………………………………………………………………….. 2
1.2 Justification of the problem ………………………………………………………………….. 3
1.3 State of the problem …………………………………………………………………………. 3
1.4 General Objective …………………………………………………………………………….. 3
1.5 Research question ………………………………………………………………………….... 3
1.6 Specific Objectives …………………………………………………………………………… 4
1.7 Variables ………………………………………………………………………………………. 5
1.8 Scope ………………………………………………………………………………………….. 5
1.9 Limitations ……………………………………………………………………………………... 5
CHAPTER II INSTITUTIONAL FRAMEWORK ……………………….....……..… 7
2.1 Institutional framework ……………………………………………………………………….. 8
2.1.1 Location ……… ………………………………………………………………………… 9
2.1.2 Population ……………………………………………………………...………………….. 9
2.1.3 Vision …………………………………………………………………...…………………... 10
2.1.4 Mission …………………………………………………………………………………….…... 10
2.2 Theoretical framework ……………………………………………………………….….. 11
2.2.1 The natural approach……………………………………………………………………...... 11
2.2.2 Theory of language of the natural approach ………………………………………….. 11
2.2.3 Design of the natural approach ……………. ………………………….…………….......... 12
2.2.4 The syllabus of the natural approach ………………………………………………… 12
2.2.5 Type of learning and teaching activities ……………….. ………………………………… 13
2.2.6 The role of the students ……………………………………………………………………. 13
2.2.7 The role of the teacher ………………….………………………………………………........ 14
2.2.8 The role of materials ………. ……………………………………………………………...... 14
2.2.9 English teaching for hearing impairment students ……………………………………….. 14
2.2.10 Advantages and disadvantages of the natural approach ………………………………… 15
2.2.11 Communicative learning teaching ………………………………………………………….. 15
2.2.12 Background of the communicative approach ……………………………………………… 15
2.2.13 Communicative syllabus …………………………………………………………………….. 17
2.2.14 English for specific purposes ……………………………………………………………….. 18
2.2.15 Methodology of the communicative approach …………………………………………….. 19
2.2.16 The role of the learner ……………………………………………………………………….. 19
2.2.17 The role of the teacher ………………………………………………………………………. 20
2.2.18 The role of instructional materials ………………………………………………………….. 20
2.2.19 Text-based materials of the communicative approach …………………………………… 20
2.2.20 Procedures of the communicative approach ……………………………………………… 21
2.2.21 Advantages and disadvantages of the communicative approach ……………………… 21
2.2.22 The total physical respond method ………………………………………………………… 21
2.2.23 Theory of language and learning …………………………………………………………... 22
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2.2.24 Advantage and disadvantage of the total physical respond ……………………………. 24
2.2.25 The silent method …………………………………………………………………………… 24
2.2.26 Advantages and disadvantages of the silent method …………………………… 27
2.2.27 The audio-lingual method ………………………………………………………….. 28
2.2.28 Theory of language of the audiolingual method ……………………………………….. 28
2.2.29 Theory of learning of the audiolingual method ………………………………………… 29
2.2.30 Types of activities ………………………………………………………………………….. 30
2.2.31 The role of the learner ………………………………………………………………………. 30
2.2.32 The role of the teacher ……………………………………………………………………… 30
2.2.33 The roles of materials ………………………………………………………………………. 30
2.2.34 The cooperative method …………………………………………………………………… 31
2.2.35 Theory of language ………………………………………………………………………… 32
2.2.36 Theory of learning …………………………………………………………………………… 32
2.2.37 Design ……………………………………………………………………………………….. 33
2.2.38 The role of the learner ……………………………………………………………………. 33
2.2.39 The role of the teacher …………………………………………………………………….. 33
2.2.40 Procedure ………………………………………………………………………………… 34
2.2.41 Advantages and disadvantage of the cooperative method ……………………………. 34
CHAPTER III METHODOLOGICAL FRAMEWORK ……………………………….…. 35
3.1 Research definitions ………………………………………………………………….…… 36
3.2 Type of research …………………………………………………………………………..….. 36
3.3.1 Variable definition …………………….……………………………………………………... 37
3.3.2 Questionnaire definition ……………………………………………………………………. 38
3.3.3 The interview definition ……………………..……………………………………………….. 38
3.4.1 Population selection ……………………………………………………………………...... 39
3.4.2 Sources of information ……………………………………………………………………… 39
3.4.3 Determining sample design ………………………………………………………………. 39
3.5 Variable definitions …………………………………………………………………………… 40
CHAPTER IV ANALYSIS AND INTERPRETATION OF THE RESULTS …… 49
4.1 Survey to the student ………………….………………………………………………........ 51
4.2 Charts graphs ……………………………..…………………………………………………. 52
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ……………………….. 62
5.1 Conclusions …………………………………………………………………………………… 63
5.2 Cost of the research ………………………….……………………………………………… 64
5.3 Recommendations ……………………………………………………………………………. 65
CHAPTER VI PROPOSAL OF A WORKSHOP TO PREVENT BULLYING.… 67
BIBLIOGRAPHY ………………………………………………………………...….... 76
ANNEXES ……………………………………………………………………………... 79
iii

LIST OF CHARTS
Chart N°1 Gender of the interview students …………………………………………..………. 52
Chart N°2 Scholarship of the interview ……………………………..…………………………. 53
Chart N°3 Friends at school ……………………………………………………….. 54
Chart N°4 Relationship with classmates ……………………………………………..……… 55
Chart N°5 Knowledge about bullying ………………………………………………………….. 56
Chart N°6 Victims of bullying ……………… …………………………………………………. 57
Chart N°7 Bullying places …………………….. ……………………………………………….. 58
Chart N°8 Asking for help ………………………………………….…………………………. 59
Chart N°9 Helping the victims ……………………………………………….………………. 60
Chart N°10 Classification of registered students ……………………………………..………. 10
Chart N°11 Cost of the research …………………………………………………………………. 64
Chart N°12 Cost of the workshop ……………………………………………………….. 75
LIST OF GRAPHS
Graph N°1 Gender of the interview students …………………………………………..………. 52
Graph N°2 Scholarship of the interview ……………………………..…………………………. 53
Graph N°3 Friends at school ……………………………………………………….. 54
Graph N°4 Relationship with classmates ……………………………………………..……… 55
Graph N°5 Knowledge about bullying ………………………………………………………….. 56
Graph N°6 Victims of bullying ……………… …………………………………………………. 57
Graph N°7 Bullying places …………………….. ……………………………………………….. 58
Graph N°8 Asking for help ………………………………………….…………………………. 59
Graph N°9 Helping the victims ……………………………………………….………………. 60
iv

TRIBUNAL EXAMINADOR
Esta Memoria es aprobada por el Tribunal Examinador de la Facultad de Educación,
como requisito para optar al grado en la Licenciatura en la Enseñanza del Inglés.
San José, a los quince días del mes de mayo del dos mil catorce.
___________________________________
Máster. Martín Vianey Nuñez Arguedas
Presidente
____________________________
Máster. Vivian González Trejos
Directora Académica
_______________________
Lic. Nick Paul Bolaños Astua
Profesor Lector
v

COMITÉ ASESOR
El Trabajo Final de Graduación es aprobado por el Comité Asesor de la Facultad de
Educación, como requisito para optar al Grado de Licenciatura en la Enseñanza de
Inglés. San José, a los quince días del mes de mayo del dos mil catorce.
____________________________
Máster Vivian González Trejos
Rectora
________________________________
Lic. Paul Nick Bolaños Astua
Profesor de Seminario de Graduación
________________________________
Máster Martín Vianey Nuñez Arguedas
Lector interno
vi

DECLARACIÓN JURADA
Nosotras, Guadalupe Brenes Solano y Sonia Ortiz Cortes, estudiantes de la
Universidad Magíster, declaramos bajo fe del juramento y conscientes de la
responsabilidad penal de éste, que somos las autoras intelectuales del Trabajo Final
de Graduación intitulado: “A DESCRIPTIVE STUDY OF THE BULLYING
PROBLEMS AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH
SCHOOL” por lo que liberamos a la Universidad de cualquier responsabilidad.
San José, a los quince días del mes de Mayo del dos mil catorce.
_________________ _______________
Cédula: 3-0236-0105 Cédula: 1-417-193
vii

DIRECCIÒN ACADÈMICA
CESIÓN DE DERECHOS DE AUTOR
Yo, Guadalupe Brenes Solano, cédula 3-0236-0105, en caso de tener dificultades en
la elaboración y presentación de este trabajo por diferentes circunstancias cedo los
derechos de autor a la estudiante Sonia Ortiz Cortés, cédula para la Memoria de
Seminario de Graduación intitulada “A DESCRIPTIVE STUDY OF THE BULLYING
PROBLEM AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH
SCHOOL”
______________
Firma responsable
Ced. 3-0236-0105
viii

DIRECCIÒN ACADÈMICA
CESIÓN DE DERECHOS DE AUTOR
Yo, Sonia Ortiz Cortes, cédula , en caso de tener dificultades en la elaboración y
presentación de este trabajo por diferentes circunstancias cedo los derechos de autor
a la estudiante Guadalupe Brenes Solano , cédula 3-02360105 para la Memoria de
Seminario de Graduación intitulada “A DESCRIPTIVE STUDY OF THE BULLYING
SCHOOL”.
______________
Firma responsable
Ced. 1-417-193
ix

DEDICATION
We want to dedicate this Memory to our Father God, our Lord Jesus Christ, and the
Holy Spirit, without their grace and favor, this work would have been impossible. We
would like to thank to the Magister Vivian González Trejos, Professor Martín Vianey
Núnez, and Professor Nick Paul Bolaños for their patience and support. Thanks to
our families for their constant encouragement, we love you.
Sonia Ortiz
Guadalupe Brenes
x

ACKNOWLEDGMENT
I am very thankful to my Father God, my Lord Jesus Christ, my sweet Lord the Holy
Spirit to fulfill their purposes on me; to my children Randall, Brenda, and Katherine
Soto for their patience and consideration; to my friends Olga Quiros, and Guadalupe
Brenes for their contribution in the development of this research.
So teach us to number our days, that we may apply our hearts unto wisdom.
Psalm 90:12
And let the beauty of the Lord our God be upon us, and establish thou the work of our
hands upon us, yea, the work of our hands establish thou it.
Psalm 90:17
Sonia Ortiz Cortés
xi

ACKNOWLEDGMENT
Thanks to my Almighty God who makes possible this achievement.
I am deeply grateful to my daughters Gina and Paola for their contribution and
tolerance during this academic research, to my son Ariel and my husband Enrique for
being a greatest support in my life.
To my 2 years old grandson, Joao. My little angel, who is my inspiration and
motivation.
To my mother, who has being a loving person and a greatest example of
perseverance
To my friend Johan who always support my study.
Finally, my gratitude to the Principal Vivian Gonzalez and the Professors Nick
Bolaños and Vianey Nuñez, who guide me during this process and for the
ir support and patience. Thanks to everybody.
Guadalupe. Brenes
xii

Señores
Universidad Magister
Estimados señores:
Mediante la presente el suscrito Ing. Armando Quesada Saba, en calidad de director
del CTP de Granadilla, autorizo a los estudiantes Guadalupe Brenes Solano, cédula
Nº 3-0236-0105 y Sonia Ortiz Cortes, cédula Nº 1-417-193 , para que realicen su
trabajo final de graduación, intitulado “A DESCRIPTIVE STUDY OF THE BULLYING
SCHOOL”
Queda bajo la responsabilidad de los estudiantes el uso que se sirva dar a la
Información y datos obtenidos.
Se extiende la presente a solicitud de los interesados a los 19 días del mes de
Noviembre del 2013
Atentamente,
_______________________
Ing. Armando Quesada Saba
Director
xiii

PREFACE
Bullying is an old problem that has affected different societies along the history. But
now it has turned in a public health problem due to the increasing number of people
who have been killed as possible victims of bullying. Experts believe these
individuals were threatened, injured, persecuted, or bullied by others and that was the
way they took revenge from their enemies. They think that bullying could be the
motivation for committing these crimes. Therefore, bullying is being considered a
precipitating factor in homicide and suicide cases.
Another aspect to take into account in this issue is the wrong perception of what
bullying means. Many students do not have a clear perception of what bullying is and
this prevents them from reporting to teachers or parents when it occurs. Also, even
teachers reject this practice; they do not always know that it is happening.
The responsibility to fight against bullying should be a priority in schools and it should
be shared and involve teachers, parents, and authorities. They should be willing to
intervene when it is necessary and support prevention efforts on the establishment of
programs to prevent it. Schools should have access to information about anti-bullying
measures to be implemented when bullying happens.
xiv

1.1 BACKGROUND OF THE PROBLEM
Bullying is the use of force to impose domination over others in a repeated and
habitual way. Bullying has always existed. But, as it became more prevalent; it began
to call the attention from researchers who wanted to know more about this aggressive
behavior.
The first study of bullying took place in the mid-1970s by Olweus, a researcher
professor of Psychology. He created a prevention program which was very useful in
reducing school bullying. Olweus, N (2009)
His contribution fight against this problem encourages other professionals to conduct
research and extend the meaning of bullying. During the 18th
and 19th
centuries
bullying was considered a normal part of childhood and this violent behavior was
accepted as an innocent misbehavior among children. An example of this happened
at King´s Boarding School in the U. K. when some older classmates killed a twelve-
year old boy and the crime was seen as a normal misadventure among boys. In1862,
Times Magazine reported a soldier death due to bullying. And it was when the term
bullying was publicly recognized. Times Magazine become the first voice in pointing
out bullying as a terrible behavior with bad consequences, and not a normal practice,
like many people thought.
Today, people view bullying in a way different from what it was many years ago.
Identifying the term took many years because of the problems it presents. However,
researchers like Owleus made the understanding of bullying possible and now
teachers are aware of this reality and they can help to stop it. From this point on,
bullying could be a difficult situation to track due to the growth of technology but
authorities must continue making laws and taking appropriate actions to prevent
bullying in schools in order to make them a safer place for students.
2

1.2 JUSTIFICATION OF THE PROBLEM
This project pretends to show the way to prevent bullying in high school and to
consider bullying as a responsible of parents, teachers, students, schools
administrators and the entire community. It is necessary to implement and develop
strategies to reduce bulling before it becomes aggressive and antisocial behaviors.
The main purpose of bullies is to gain power in the campus; they escalate violent
behaviors and develop methods for humiliating their victims. Bullying is increasing
hurting and injuring people, victims of bullying have to know that there are many ways
to stop it and asking for help immediately is essential.
1.3 STATE OF THE PROBLEM
Everybody knows that bullying is a serious problem that affects many societies,
certainly this is a kind of misbehavior that is considered a social problem because it is
caused by peer pressure and most of the time occurs in educated institutions. Many
students are afraid to go to schools because this is a kind or persecution or threat of
bodily that clearly ends in harm or even in death. The victims of bullying are
psychological and emotionally affected and many times it involves the entire family.
We must consider the magnitude of this social problem because of the negative
consequences in a student behavior.
1.4 GENERAL OBJECTIVE
To elaborate a study about effective techniques and resources in regarding to bullying
in High School that allows students react and respond appropriately when they are
being victimized by bullies helping them in the prevention of negative consequences
1.5 RESEARCH QUESTIONS
• What is the meaning of the concept “bullying”?
3

• What are the types of bullying?
• Why is bullying a social problem?
• What kind of problems does bullying cause?
• What should the victim do?
• Which are the organizations or groups that gives any help or assistance to the
victims?
• What is the role of the web site in bullying?
• What is the role of peers in bullying?
• How a bullied person is affected psychologically?
• What is the role of the family to help a member who is affected by this
problem?
• How can a professor or a teacher detect this problem in an institution?
• Why do not the victims talk about this problem?
• Which are the reasons because a person is being victimized?
1.6 SPECIFIC OBJECTIVES
• To identify different types of bullying at the Professional Technical Granadilla
High School.
• To describe the effects of bullying in relation to the school work at the
Professional Technical Granadilla High School.
• To define the reasons why students are victimized at the Professional
Technical Granadilla High School.
• To distinguish factors that influence students to become bullies at the
4

• To determine the percentage of students that reported as victims in order to
estimate the impact.
• To propose an anti-bullying workshop to prevent bullying at the Professional
Technical Granadilla High School
1.7 VARIABLES
• Types of bullying
• Psychological and physical Bullying effects
• Characteristics of the victimized students
• Factors that influence an aggressive behaviour
• Behavioral patterns of bullies students
1.8 SCOPE
The aim of this investigation is to point out a lack of contents in the curriculum of
issues about bullying. This lack of spaces and information may prevent students to
recognize when they are being bullied and how they can face the problem and ask for
help. This effort is directed to make professors of Professional Technical Granadilla
get aware of the seriousness of this problem, encourage them to be part of the
solution and support any attempts to overcome this wrong behavior among the
students.
Another purpose is to provide the students not only with tools to protect themselves
but also with the space to talk about it and promote a good school environment.
1.9 LIMITATIONS
One of the most relevant limitations is that students do not like to talk about bullying,
even if they are being victimized, and the CTP of Granadilla is not the exception.
Besides of that, in this High School there are many students and many of them have
5

not gotten to integrate themselves into their community, that means they stay alone
without the socialization that could help them to express themselves more about the
problem.
6

CHAPTER II
THEORETICAL FRAMEWORK

2. 1. INSTITUTIONAL FRAMEWORK
El Liceo de Granadilla was founded in 1997 and it came to consolidate an aspiration
of the neighbors who since many years ago wanted to have a high school to attend
third cycle of basic education and fourth cycle of diversified education. The desire of
these people came come true when Hacienda Bijagua S. A. Donated to the
Development Association of Granadilla a land to build the secondary school.
Sometime later, a ceremony to celebrate the beginning of the construction took place.
Some important people such as the deputy José Antonio Álvarez Desanti and others
personalities were invited. In 2002, Mr. Erick Roy Jiménez offered a hectare to
expand the land and give the students a bigger place to study and have fun.
Three years later, the government of Japan gives the amount of $ 92.129.000 to built
a gymnastic to practice sports. The money was delivered by Mrs. Ileana Teran and
The Curridabat Foundation. In January 12th,
2006 the first stone for the construction
of the gym was placed. The ambassador of Japan said that it was a manifestation of
solidarity not only to the students but also to the community of Granadilla.
In 2006, the Ministry of Education resolve to change the modality of the high school
and it become a technical college. The decision was made to give the young people
of the community opportunities to develop their skills in different technological areas,
so they could have an open way into the labor market.
Since this institution was founded in 1977 the number of the student has increased
and the physical plant has grown. It is formed by an administrative area, three
pavilions classrooms for academic and special subjects, some of them are: Social
studies, Sciences, French, Mathematics, Educational Computer labs, Music,
education, Religious Education, Fine arts, and English. In the third cycle of the basic
general education the institution offers a variety of exploration workshops, among
them are: Tourism, Information and communication technologies, modern office, fine
8

arts, working leather, Environmental education, Conversational English, etc. When
students finish the school, they get a degree in the specialty they choose. There are
twelve workshop and five specialties.
2.1.1 LOCATION
It is located in Granadilla Norte, the second district of Curridabat city of the province
of San Jose; from the residential Monteran, two hundred meters North of road to
Concepcion of Tres Rios.
2.1.2 POPULATION
There is overpopulation in the Professional Technical Granadilla High School
nowadays there are 1.510 students although its capacity is 1.200. Due to this
situation, there are not enough classrooms for all the professors.
Besides, the community of Granadilla is not integrated with the high school and this
educational institution does not participate in activities of the neighborhood. Crime
drugs and vandalism are present in this community; therefore the location of this high
school becomes in a dangerous place, not adequate for living.
Students are exposed to this violence, these ways of living are mirrored in the
behavior of the students, and they really live daily violence situations in the
neighborhood and many times at home. In the surrounding of the Professional
Technical Granadilla High School, and of course students imitate these patterns of
violence inside the high school.
In the last years, vandalism has increased in the high school. For instance, the
stealing of cellular phones, even from the professors, has become a frequent
problem. Sometimes, some guys force their classmates to deliver their money or
their food. Some months ago, some professors found that their cars had been
damaged.
9

All these facts indicate the necessity to establish programs to prevent a problematic
behavior among students and propitiate a safer school environment.
TABLE 1. CLASSIFICATION OF REGISTERED STUDENTS IN 2013
LEVELS GROUPS TOTAL
7º. 11 440
8º. 9 360
9º. 6 230
10º. 6 215
11º. 5 143
12º. 4 122
Source : Professional Technical Granadilla High School
2.1.3 VISSION
The CTP of Granadilla is and will be the best alternative for the youth of the
community.
2.1.4 MISION
The Professional Technical Granadilla High School is an educational institution that
fulfills the third cycle of basic education and the fourth cycle of diversified education.
They promote the improvement of the quality of education and ensure that all
students have equal opportunities, and school success.
At this institution students acquire scientific and technological skills, attitudes, values
and tool that support their full development, also a balance between cognitive,
emotional and environmental balance and prepares them to continue their university
studies or to join the workforce
10

2.2 THEORICAL FRAMEWORK
2.2.1 THE NATURAL APPROACH
The natural approach was developed by Trace Terrel and Stephen Krashen, starting
in 1977. It came to have a wide influence on the United States and other countries.
This approach is considered traditional and related to The Natural Method by the
authors; for that reason, some people assume that they are synonymous, but there
are important differences between them.
For instance, both methods are based on the naturalistic principles of language
acquisition, however, the natural approach places less emphasis on teacher
monologues, direct repetition, and formal questions and answers, and there is an
emphasis in exposure rather than in practice, maximizing the opportunities for
learners to be emotionally prepared for learning, enhancing a prolonged period of
attention for learners to listen before they start producing language. The Natural
method focuses on the central role of comprehension which links it to other
approaches with the same emphasis.
2.2.2 THEORY OF LANGUAGE OF THE NATURAL APPROACH
For Krashen and Terrell, communication is the primary function of language and they
reject methods in which grammar is the central component of language and even they
give little attention to a theory of language. They see language as a vehicle for
communicating meaning and messages and state that acquisition can take place only
when people understand messages in the target language and they feel that a
grammatical structure does not require explicit analysis by the language teacher, by
the language learners, and by the language teaching materials. Richard, J (2008).
About the theory of language, the design and procedures of the natural approach are
based on the following tenets:
11

• Language acquisition (an unconscious process developed through
using language meaningfully) is different from language
• Learning (consciously learning) and language acquisition is the only
way competence in a second language occurs. (The
acquisition/learning hypothesis).
• Conscious learning operates only as a monitor that checks the output
of what has been acquired. (The monitor hypothesis).
• Grammatical structures are acquired in a predictable order and it does
little good to try to learn them in another order. (The natural order
hypothesis).
• People acquired language best from messages that are just slightly
beyond their current competence. (The input hypothesis).
• The learner´s emotional state can act as a filter that blocks input
necessary to acquisition. (The affective filter hypotheses.
The implications of these hypotheses are the following:
2.2.3 DESIGN OF THE NATURAL APPROACH
Richard J, (2008) affirms that two main objectives of natural approach are:
• It is designed to help beginners become intermediates by developing
basic communication skills.
• It is designed to depend on learners’ needs and their particular
interests.
2.2.4 THE SYLLABUS OF THE NATURAL APPROACH
Even though the natural approach is new when we talk about second language
acquisition, it shares many features with older traditional approaches. The main target
is the ability to communicate with native speakers of the target language. The natural
approach pretends that students in beginning states is able to talk about themselves
and their families, but of course is not necessary grammatical accuracy.
The authors list some typical goals for language courses based on an assessment of
needs of the students to determine the situations and topics in which they will use the
target language. Students do not have to acquire a certain group of structures or
forms because the idea is that they deal with a particular set of topics in a given
situation. Besides, since the natural approach is designed to develop basic
communication
12

skills they do not organize the activities of the class around a grammatical syllabus
because grammatical structure is automatically provided in the input. Richard
J,(2008)
2.2.5 TYPES OF LEARNING AND TEACHING ACTIVITIES
The Natural Approach is a method that emphasizes on teaching with a
comprehensible content that means teachers must use things, objects or pictures and
many meaningful resources to the students. Many times, teacher requires a higher
level for a language production and of course that only causes stress in learners, in
this method the learners can produce when they are ready to be talking, when they
feel comfortable with a new language acquisition, and that will be later when they
have listened many times the new words. To get such goal, teachers must repeat
many times the unfamiliar vocabulary, talk slowly, and go gradual from easy to most
complicated activities and from yes or no question, one word answer to most
elaborated answers. A very comprehensible input that permits to reduce students
stress and make feel comfortable because this method is functional with beginners
and they do not have enough vocabulary, then Krashen and Terrel recommend
lessons focus on control activities with simple answers and familiar techniques based
on pairs and groups works, with many pictures, charts and a total physical response;
all activities that implies movements, gestures and mimic and others.
2.2.6 THE ROLE OF THE STUDENTS
Learners decide what to talk and when to talk and the linguistic pattern they have to
use, in that way they can get the intermediate phase throw games, point to pictures,
and as production activities at the end they will be able to give opinions and solve
problems. According to Richard, J (2008) the responsibilities of the Learners in the
natural approach method are:
13

• The activities have to be related the needs of the students.
• Take active roles with comprehensible input putting emphasis the
conversational area.
• Decide the appropriated time to produce the new language.
• Decide with the teacher the amount of time to be devoted to learn
grammar and the way to monitored themselves.
2.2.7 THE ROLE OF THE TEACHER
The natural Approach demands teachers center roles, because they are the primary
source that provide the knowledge and generate meaningful input. For that reason,
they have to give the necessary verbal and no-verbal clues in order to learners
interpret the input but it is important not correct mistakes of the student.
To get the new learning stage , students need to feel comfortable so teachers must
create a friendly atmosphere, it is necessary an affective and dynamic teacher that
provide many king of activities in all size groups with many materials created
according to needs of students.
2.2.8 THE ROLE OF MATERIALS
According to Krasshen and Terrel, p. these materials responds to the real world of
the students and not from textbooks, the purpose of the material is provide second
language –Brochures, schedules, maps and books have to be used according to the
student´s level, it is recommended a syllabus of topics and situations .
2.2.9 PROCEDURES OF THE NATURAL APPROACH
The most important function in this approach is to introduce the new vocabulary with
activities that provide comprehensible input and create opportunities for students oral
production. In this method, several techniques and activities are taken from different
methods; this variety of activities should provoke the required response with a
comprehensible input. “It is imperative, in this method, that teachers provide
comprehensible input at all times.The use of visuals (graphs, charts, pictures, objects,
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objects, realia), gestures, demonstrations, and motherese / parentese (slower
speech, simpler language repetition, rephrasing, clear enunciation) is required”
Hunt, K (2011). Pag.72
2.2.10 ADVANTAGES AND DISADVANTAGES OF THE NATURAL APPROACH
Bullies often make fun of their classmates, especially if they make mistakes, or bother
them in different ways. In an English class, this sometimes happens. Maybe, the
teacher could let aside the difficulties caused by this behavior and use it as a tool to
promote partnership, respect, solidarity, and good habits in general and combat
bullying. On the other hand, in this method, the teacher should speak on the language
meta. And this is difficult to apply in a classroom where bullying is a problem because
the teacher has to correct the bullies and help the victims at the same time, so it is
likely that the teacher speaks in the native language to deal with bullies in order to
correct them and also to help victims. All this affects the learning process. Besides,
the Natural Approach works in groups of few students and in our country the number
of students in a class is big, especially in public schools.
2.2.11 COMMUNICATIVE LEARNING TEACHING
2.2.12 BACKGROUND OF THE COMMUNICATIVE APPROACH
Richard, J (2006) p.6,in the last 50 years, language teaching has suffered many
changes in regards to the ideas about syllabus design and methodology. The trends
resulting from this process have been grouped into three phases:
Phase 1: Traditional approach
Phase 2: Classic communication teaching
Phase 3: Current communicative teaching
15

In traditional approaches to language teaching, grammatical competition was a
priority of language proficiency. Grammar was learned through direct instruction and
through a methodology based on the use of repetitive practice and drilling. The
students would be able to induce rules of grammar. When the basic command of the
language was established, the four skills were introduced. Some techniques often
employed were memorization of dialogues, question-and-answer practice,
substitution drills, and various forms of guided speaking and writing practice. Correct
pronunciation and accuracy as well as mastery of grammar were important since the
beginning stages of language learning because errors could become part of learner´s
speech. In the 1970s, the older approaches were left aside because it was
considered that learning ability implicated more than grammatical competence. What
was needed to use language communicatively was communicative competence
Richard J, (2006).p.9, This concept involved knowing what to say and how to say it
according to the situation, the participant and their roles and intentions. This
information was not included in traditional grammatical and vocabulary syllabus and
teaching methods.
This method promoted a great enthusiasm in the 1970s and 1980s, and language
teachers soon began to adequate their teaching, syllabus and classroom materials,
and grammar was no longer the primary point. It was considered that a syllabus
should point out the following aspects of language use to develop the communicative
competence of learners. These aspects guided to new proposals for a communicative
syllabus and the ESP movement .Richard, J (2008).
• As detailed a consideration as possible of the purposes for which the
learner wishes to acquire the target language; for example, using English
for business purposes, in the hotel industry, or for travel.
• Some idea of the setting in which they will want to use the target language;
for example, in an office, on an airplane, or in a store.
• The socially defined role the learners will assume in the target language, as
well as the role of their interlocutors; for example, as a traveler, as a
salesperson talking to clients, or as a student in a school.
• The communicative events in which the learners will participate: everyday
situations, vocational or professional situations, academic situations, and
so on; for example, making telephone calls, engaging in casual
16

conversation, or taking part in a meeting.
• The language functions involved in those events or what the learner will be
able to do with or through the language; for example, making introductions,
giving explanations, or describing plans.
• The notions or concepts involved, or what the learner will need to be able to
talk about; for example, leisure, finance, history, religion.
• The skills involved in the “knitting together” of discourse: discourse and
rhetorical skills; for example, storytelling, giving an effective business
presentation.
• The variety or varieties of the target language that will be needed, such as
American, Australian, or British English, and the levels in the spoken and
written language which the learners will need to reach.
• The grammatical content that will be needed.
• The lexical content, or vocabulary, that will be needed. Richard, J (2008).p.9.
2.2.13 COMMUNICATIVE SYLLABUS
Richard, (2008) says that a traditional language syllabus usually specified the
vocabulary students needed to learn and the grammatical items they should know,
normally graded across levels from beginner to advanced learners.
But new communicative syllabus types were designed by recommendations of CTL.
Some of them were:
• A skills-based syllabus: this recommendation is based on the use of the four skills
of reading, writing, listening, and speaking and breaks each skill down into its
components. However, a recommendation of CLT emphasized an integrated skills
approach to the teaching of the skill because in real life they occur together, then, in
teaching they should also be linked:
• A functional syllabus: this is based on the function the students should be able to
carry out in the language. Some of these functions are likes and dislikes, giving
directions, offering and accepting apologies, giving advice and giving explanations.
Communicative competence is considered as mastery of the function needed for
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communication along a range of situations. Vocabulary and grammar are selected
according to the functions being taught. These kinds of syllabus were often used for
speaking and listening courses. Other syllabus types were also proposed, an
example of this is a notional syllabus. This was based on the content and notions a
student would need to communicative. Another one was a task syllabus that pointed
out the tasks and activities learners should carry out in the classroom. Nevertheless,
a syllabus should identify all the components of a language, considering this, the first
adopted communicative syllabus of classic CLT was Threshold Level. It defined the
level of proficiency students needed to acquire to cross the threshold and begin
communications. From this point on, the threshold specifies topics, functions,
notions, situations, grammar, and vocabulary
2.2.14 ENGLISH FOR SPECIFIC PURPOSES
Recommendations of Communicative Language Teaching also acknowledged that
many students needed English to use it in specific occupational and educational
areas. Then, they needed specific kinds of language and communicative skills for
particular roles, rather than to master on more general English. This guided to the
discipline of needs of analysis in order to verify the kinds of communication students
would need to dominate if they were in specific occupational and educational roles
and the language features of particular areas.
The focus of needs analysis is to identify the specific characteristics of a language
when it is used for determined rather than general objectives. According to Richards
(2006). P.12, such differences might include:
• Differences in vocabulary choice
• Differences in grammar
• Differences in the kinds of texts commonly occurring
• Differences in functions
• Differences in the need for particular skills
ESP courses are an important tool for many people today.
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2.2.15 METHODOLOGY OF THE COMMUNICATIVE APPROACH
It was affirmed that learners learn a language through the process of communicating
in it, and that gives them a better opportunity for learning than through a grammar-
based approach. The author Richard J. (2006) p.12, talks about some principles of
communicative language teaching methodology:
• Differences in vocabulary choice
• Differences in grammar
• Differences in the kinds of texts commonly occurring
• Differences in functions
• Differences in the need for particular skills
• With the application of these principles in the classroom, new
• Techniques and activities,
• New roles for teachers and students in the classroom were
needed.
• Activities that required learners to negotiate meaning and to
interact were better in this methodology.
2.2.16 THE ROLE OF THE LEARNER
The emphasis in communicative learning teaching on the process of communicative
guides to different roles for learners from those found in traditional second language
classrooms, there is a recognition that the learners bring preconceptions of what
teaching and learning should be like. When the class is not what they have taught
this can guide to learners to confusion and resentment. Sometimes, there is no text,
grammar rules are not presented, students interact primarily with each other than with
the teacher, and correction of errors may be absent. In the same way, the cooperative
approach to learning emphasized in communicative language teaching may be
unfamiliar to learners. Methodologists suggest that learners learn to see that failed
communication is a mutual responsibility and not the fail of speaker. Likewise,
successful communication is a reciprocal achievement.
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Breen and Candlen said that the teacher has two main roles: the first is to facilitate
the process between all the participants in the classroom, and between these
participants and the various activities and texts. The second role is to act as
independent participants within the learning-teaching group. These roles involve
some secondary roles for the teacher such as an organizer of resources and as a
resource himself, a guide within the classroom procedures and activities, and to be a
researcher and a learner to contribute to the process.
2.2.18 THE ROLE OF INSTRUCTIONAL MATERIALS
In the Communicative Learning Teaching, materials are viewed as a way of improving
the quality of classroom interaction and language use. Materials have the first role of
promoting communicative language use. Practitioners consider three kinds of
materials used in CLT and classify these into text-based, task-based, and realia.
2.2.19 TEXT-BASED MATERIALS OF THE COMMUNICATIVE APPROACH
There are many textbooks designed to guide and assist Communicative Learning
Teaching. Their tables of content often point out a kind of grading and sequencing of
language practice similar to those in structurally organized texts. Some of these are
written based on a structural syllabus that show some changes to justify their
assertions to be based on a communicative approach. There are many games, role
plays, simulations and task-based communication activities that have been prepared
to sustain CLT teaching classes. Some of these are exercise handbooks, cue cards,
activity cards, pair-communication practice materials, and student-interaction practice
booklets. Some proponents of CLT have recommended the use of authentic
materials in the classroom.
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These can be signs, magazines, advertisements, and newspapers, and other
materials such as maps, pictures, symbols, graphs and charts.
2.2.20 PROCEDURES OF THE COMMUNICATIVE APPROACH
Communicative principles can be used to the teaching of any skills, at any level.
Teaching and management procedures associated with Communicative Language
Teaching are also similar to those observed in classes taught and based in Structural-
Situational and Audio-lingual principles Common procedures can be reinterpreted,
new materials are introduced with dialogues, controlled practice of the grammatical
patterns is made, and freer activities are provided. Pair and group work is
recommended to stimulate students to use and practice functions and forms.
2.2.21 ADVANTAGES AND DISADVANTAGES OF THE COMMUNICATIVE
APPROACH
This method based on communication cannot be individually, the production of
language in pairs or groups in the classroom being an advantage because work in
groups help students to have self-confidence and learn to respect themselves.
Teachers promote values and in that way avoid bullying in the classroom. Besides of
that, students have active roles, interacting with their classmates and professors
expressing their ideas, feelings, and desires in different situations. This task helps
them to understand that learning is a process where all of them have to cooperate.
The understanding of this condition can improve the relationship among the learners
and avoid bullying in some way.
2.2.22 THE TOTAL PHYSICAL RESPOND METHOD
Total physical respond is a language teaching method structured around the
coordination of speech and actions. It tries to teach language through physical
activity. It was developed by James Asher, a professor of psychology at San José
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State University, California. Asher perceives successful adult second language
learning as a parallel process to child first language acquisition. He affirms that
speech directed to young children consists first of commands, which children respond
to physically before they begin to produce verbal responses. He thinks that adults
should retake the processes by which children acquire their native language. He
gives special importance to the role of affective factors in language learning. He
believes that a method that includes game-like movements reduces learners stress
and provide positive attitude in the learner, which stimulates learning. “These
methods based on the principle that people learn better when they are involved
physically as well as mental” Hunt, K (2011).p.61.
2.2.23 THEORY OF LANGUAGE AND LEARNING
For Asher, the verb, and specially the verb in the imperative, is the central linguistic
motive around which language use and leaning is organized. He supports the idea
that the more intensively a memory connection is traced, the stronger the memory
association will be and the more likely it will be recalled. Asher has constructed ideas
of what he feels facilitate or inhibit foreign language learning.
These are his hypotheses:
• There exists a specific innate bio-program for language learning, which
defines an optimal path for first and second language development.
• Brain lateralization defines different learning functions in the left and
right-brain hemispheres.
• Stress intervenes between the act of learning and what is to be learned,
the lower the stress, the greater learning.
• Asher ´s Total Physical Response is a Natural Method. He views three
processes as central:
• Children develop listening competence before they develop the ability
to speak.
• Children’s ability in listening comprehension is acquired because
children are required to respond physically to spoken language in the
form of parental commands
• Once a foundation in listening comprehension has been established,
speech evolves naturally and effortlessly. Richard, J ( 2008) p.74
22

According to Asher parallel to the process of first language learning, the foreign
language learner should first internalize a cognitive map of the target language
through listening exercises. These exercises should be accompanied by physical
movement. Productive skills and speech should come later. Asher fundament these
ideas on his belief in the existence in the human brain of a bio program for language,
which establish an optimal order for first and second language learning.
The general objectives of Total Physical Response are: to teach oral proficiency at a
beginning level, comprehension is a mean to an end, and to teach basic speaking
skills. The type of syllabus used can be deduced from an analysis of the types of
exercises employed in Total Physical Response classes. This approach makes use of
a sentence-based syllabus, with grammatical and lexical criteria and grammar is
taught inductively. Asher recommends that a fixed number of items can be introduced
at a time, to simplify differentiation and assimilation. In Total Physical Response
imperative drills are the major classroom activity. They are used to stimulate physical
activity on the part of the learners. Activities such as role-plays are centered on very
day situations. The role of the learner in this method is basically to listen and respond
to commands given by the teacher. Learners should recognize and respond and
respond to new combination of previous taught knowledge and produce new
combination by their own. They are expected to evaluate and monitor their own
progress. And, as a natural method, students decide when they are ready to speak.
The role of the professor is very active because he guides the action of the students.
Is the teacher who decides the content, present the models, select the materials, and
lead the interactions. The teacher is responsible to provide the best kind of exposure
to language in order to help the students to internalize the basic rules of the
language. Learners are allowed to develop their oral abilities at their own natural
pace. Teacher should interact with the students following the examples of parents. At
the beginning teachers correct very little. Later on, fewer mistakes during the speech
are tolerated.
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Equally, In a Total Physical Respond course the use of text is not common.
Nevertheless, in later learning stages the use of material is often. Useful material is
pictures, slides, and word charts. The author affirms that Total Physical Respond
conforms a useful set of techniques that can be used in association to other methods,
and practitioners attend this recommendation acknowledging its compatibility with
other approaches.
2.2.24 ADVANTAGES AND DISADVANTAGES OF THE TOTAL PHYSICAL
RESPOND
In this method the environment can be fun and the activities could motivate the
students to be active and not to have time to bother other classmates and improve
the relationship among them. This method is designed to work with few students.
Applying this in a large class is not recommended.
2.2.25 THE SILENT METHOD
This method was introduced by Caleb Gattegno in 1972. For him, human mind is an
active agent able to construct their own inner process for learning. Gattegno applies
to the learning the use of colorful rods elaborated by G. Cuisenaire, a European
professor, who used them to teach mathematics. The hypothesis underlying this
method postulates some conditions that make learning easier: The use of physical
objects helps make association in the learning process; the learner discovers
knowledge rather than remembers or repeats ideas. Resolution of problems related to
the contents is introduced.
The Silent Method consists on encouraging the use of language by the learners; in
this way, interaction with the teacher is reduced. The learning is oriented to the
resolution of problems, creativity, and discovery. The learning of language is seen as
a personal growing process. The teacher uses material such as colorful rods
accompanied with graphics to create different learning to teach pronunciation. Thus,
24

the second language is acquired while the students manipulate the rods and consult
The graphics. The teacher stays in silence the majority of the time. The lack of
explanation helps students to get their own conclusions, to make generalization, and
formulate their necessary rules.
The objectives of the Silent Way are to help the students to get oral and aural facility
and near-native fluency in the target language, besides, a correct pronunciation and
domain of the prosodic elements of the language. According to Gattegno, the
following kinds of objectives are appropriate for a language course at a high school.
Students should be able to correctly and easily answer questions about themselves,
their education, their family, travel, and daily events; speak with a good accent; give
either a written or an oral description of a picture, including the existing relationships
that concern space, time and numbers; answer general questions about the culture
and the literature of the native speakers of the target language; perform adequately in
the following areas: spelling, grammar (production rather than explanation), reading
comprehension, and writing Richard, J. (2008 ).p.84
The Silent Way has a structural syllabus. The lessons are planned around
grammatical items. Details about the selection and arrangement of grammatical and
lexical items are not given. However language items are introduced according to their
grammatical complexity and their relationship with the previous knowledge. In this
method, learners must develop independence, autonomy, and responsibility. They
must depend on their own resources and use the knowledge of their own language to
open up some things in a new language. There is an absence of correction from the
teacher which guides the students to correct themselves and one another. They must
learn to work cooperatively to get better results.
The most demanding aspect for the teacher in the Silent Method is that they have to
be silent the most of the time. Teachers are exhorted to resist their long-standing
commitment to model, remodel, assist, and direct desired student responses
25

(Richard, 2008). P. 85 “The teacher models once, and the students are then given the
opportunity to work together to try to reproduce what has been modeled” Hunt, K.
(2011 Pag. 66).
While the students work, teacher monitors their interactions with each other and may
even leave the room. Some of the techniques used in this method by teachers are
gestures, charts, and manipulative such as a pantomimes and puppeteer to evoke
and shape students responses. As Richard (2008) says, the Silent Way teacher, like
the complete dramatist, writes the script, chooses the props, sets the mood, models
the actions, designates the players, and is critic for the performance. The materials
used in this method consist of a set of colored rods, color-coded pronunciation and
vocabulary wall charts, a pointer, and reading writing exercises. The material is
designed to be manipulated by students as well as by the teacher, and it facilitates
language learning by direct association.
Students use colored rods to link words and structures with the meaning, in this way,
they avoid to translate into the native language. The rods are used to improve
inventiveness, activity, and interest in forming communicative utterances in class
while students achieve more complex linguistic structures. The silent way lesson has
a standard format. The class might work on sounds, phrases, and sentences
prepared on the Fidel chart. After pointing a symbol on the chart, the teacher models
the corresponding sounds. Next, the teacher silently points to individual symbols and
combination of words, and controls the students’ utterances. The teacher says a
word and students guess the sequence of symbols that shape the word. Stress,
phrasing, and intonation are indicated with a pointer.
When practice with sounds of the language, sentences, patterns, structure and
vocabulary finishes, the teacher models a word and students experiment with the
word and express its acceptability. If the response is not correct, the teacher
26

reshapes the word and another student shows the correct model. When the structure
is understood, the teacher provides a situation and students practice the structure
manipulating the rods. The structural theme may vary using the rods and charts.
In sum, this method shows features that characterize the traditional methods such as
a strong focus on accurate repetition of sentences. The teacher models the
sentences and leads elicitation exercises to provoke communication. The innovations
of the methods consist on the manner in which classroom activities are organized, the
indirect role of the teacher in monitoring learners work, and the materials used.
2.2.26 ADVANTAGES AND DISADVANTAGES OF THE SILENT METHOD
Not all the people learn in the same way and this is one advantage because this
method seems to be very good for students that present some specific characteristics
such as discipline and interest. However, there are disadvantages due to these
characteristics are not common among our students. Most of them are lazy. They do
not want to learn or do anything. They even do not want to think. They just want to
talk rest or stand up constantly. They are not prepared to be responsible about their
work. Another disadvantage is the indiscipline of the students, some groups are
bigger and sometimes there are 40 or 45 students in a class, which make it too
difficult to work in groups. Also, some students need to be encouraged by the teacher
and in this method; the professor must try to be apart of course it is so hard because
of such bigger groups One more advantage is that this is an excellent proposal for a
kind of student that can be good at math, but in learning and teaching professors
should consider the abilities and differences of all the students, so that they have to
apply the appropriate techniques to help learners to learn and not to stick to a specific
method, but grasp the goodness of all of them.
Another advantage is that the Silent Method contributes to the methodology of group
work and the student´s production. Nowadays students learn contents only to get
good grades in tests; they are not interested in producing. Also, this approach allows
27

the student goes from simple to complex structures; therefore, there is self confidence
to produce the new language and to get an effective communication. Learners with
inner criteria is what we need in our classrooms, they will be excellent professionals
in the future because they are able to solve problems.
2.2.27 THE AUDIO-LINGUAL METHOD
This program was developed because of a need of interpreter or translators during
the Second World War. During that time there was necessary to develop some
programs, one characteristic for this method is that text books are not necessary,
working with small groups and very well motivated and a intense contact with the new
language emphasizing in intense oral pronunciation, this method required too much
practice. One important aspect the author Richard, J (2008) p.52 refers is about the
obstacles to acquire a foreign language; problems of learning a foreign language
were attributed to the conflict of different of different structural systems; for example,
differences between the grammatical and phonological patterns of the native
language.
In 1957 was necessary to teach English according to the scientific advances and the
idea is that too much practice makes perfection. Really this was a functional method
because was accepted by many colleges and universities in North America and
Canada and today it is used.
2.2.28 THEORY OF LANGUAGE OF THE AUDIOLINGUAL METHOD
Teaching with grammar is very important because it was necessary to comprehend
texts . The author Richard (2008) p. 55 writes about language as a structured system
with the following characteristics.
• Elements in language were thought of as being lin-early produce in a
structured way
• Language samples could be exhaustively described at any
28

• structural level of description phonetic, phonemic, morphological
etc.
• Linguistic levels were thought of systems within systems that is, as
being pyramidally structured.
Phonological and grammar systems of language constitute the organization of
language and by application the unit of production and comprehension. First of all the
language is spoken and later is written, being the speech the priority in language
teaching. Language is speech not written, it is as set of habits. Learn with analogies
and learn with linguistic and cultural aspects is also part of this method. One objective
of this method is include training in listening and comprehension, accurate
pronunciation, recognition of speech symbols and in early stages emphasizing
pronunciation when reading and written are introducing, students have learn to say
orally.
2.2.29 THEORY OF LEARNING OF THE AUDIOLINGUAL METHOD
This is a behavioral psychology, based on the human behavior; there have to be a
positive reaction in students with a self – satisfaction to acquire the new language and
focus on speeches, learning with analogies and explanation rules. The author
Richard, (2008)p.57 presents some learning principles of this method.
• Foreign language learning is a process based on mechanical habit
information, to form good habits it is necessary to give good responses
instead of making mistakes.
• Language acquisition is more effective when oral skills are developed
before the written skills.
• Learn with analogies because these provide generalizations and
discrimination and the explanations of the rules are given before the
students have practiced.
• The meaning that the words of a language can be learned only in a
linguistic and cultural context.
Some objectives that the audio-lingual method present are:
• Training in listening comprehension
• Accurate pronunciation
29

• Recognition of speech symbols
In this method is necessary to present the reading and writing techniques and then
write what they have learned to say it orally. At higher level, more complex will be
reading and writing.
2.2.30 TYPES OF ACTIVITIES
The activities are audio-lingual practices emphasized in dialogues for repetitions and
memorization, correct pronunciation, stress, rhythm, and intonation. The use of
multimedia is necessary to develop a cyber communication. “It is necessary then to
recognize the social role of the computer in order to support the view that computers can be
used to facilitate learning through language interaction” Borges, V. ( 2006). p. 33
In Audio lingualism learners are creative with some control in contents and set the
style of learning, also the students react to stimulus. They learn in a new formal
verbal behavior because many times just listen to the teacher but do not understand
what they are repeating.
The teacher plays a central role, he is a model, active, teacher motivates and correct
students, give several practices, there have to be interaction between the teacher and
the learner. Get individual student assistant, teach the use of structure through
pattern practice; guide the student in choosing and learning vocabulary; teach short
stories and other literary forms.
2.2.33 THE ROLES OF MATERIALS
Because this method emphasizes in the oral way, the text books are no
30

recommendable; however the teacher can follow a lesson with a teacher book .The
teacher can use audiovisual equipment. It is necessary a language laboratory to work
the listening and speaking areas; in this way, students can practice repeating
sentences and playing dialogues.
The method audio-lingual has many advantages; first of all, it seems to be an
attractive way to learn because learners have the opportunity to study with
technology. Then, working in oral way instead starting with grammar patterns is
motivated to the students. Equally, this method gives the students the opportunity to
choose the contents and this would be related to the reality that they live all days.
There is one advantage. For example the method emphasizes in the oral way and
many students do not like oral practices because they think that will expose them to
the ridicule and of course this limits their participation.
2.2.34 THE COOPERATIVE METHOD
The Cooperative Method is as Fathman and Kessler affirm (1993) p.12 an approach
that involves small, heterogeneous teams, usually of four or five members, working
together toward group tasks in which each member is individually accountable for part
of an outcome that cannot be completed unless the members work together; in other
words, the group members are positively independent.
This is a method in which teaching strategies are applied to a small group of students
of different levels of ability. A variety of activities are used to help students to
understand the subject. Each student is responsible for learning and for helping their
classmates to learn.
Some things CL sought to do are the following:
• Raise the achievement of all students, including those who are gifted
or academically handicapped.
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• Help the teacher build positive relationship among students
• Give students the experiences they need for healthy social,
psychological, and cognitive development
• Replace the competitive organizational structure of most classrooms
and schools with a team -based, high-performance organizational
structure. (Johnson, Johnson, and Holubec (1994).p.2
2.2.35 THEORY OF LANGUAGE
Cooperative language learning is based on some premises about the nature of
language and language learning, these premises are the following
• Premise 1 the author holds that all normal children growing up in a
normal environment learn to talk.
• Premise 2 is that most/speech is organized as conversation.
• Premise 3 is that conversation operates according to a certain agreed-
upon set of cooperative rules or maxims.
• Premise 4 is that one learns how these cooperative maxims are realized
in one native language through casual, every day conversational
interactions.
• Premise 5 is that one learns how the maxims are realized in a second
language through participation in cooperatively structured interactional
activities. Richards, (2008).p.193
2.2.36 THEORY OF LEARNING
The central premise of CLL is that learners develop communicative competence in a
language by conversing in structured situations. Then, CLL have proposed some
interactive structures that are optimal for learning a new language. Also, this method
seeks to develop critical thinking skills from the students. Besides, Cooperative
learning emphasizes cooperation rather than competition and this is an important
dimension of CLL that offers some advantages to CLL students in a CLL classroom:
§ Increased frequency and variety of second language practice
through different types of interactions
§ Possibility for development or use of language in ways that support
cognitive development and increase language skills
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• Opportunities to include a greater variety of curricular materials to
stimulate language as well as concept learning.
• Freedom for teacher to master new professional skills, particularly
those emphasizing communication.
• Opportunities for students to act as resources for each other, thus
assuming a more active role in their language. Mc Groarty. (1998).
P.195
2.2.37 DESIGN
The overall objectives of this method are to develop critical thinking and to develop
communicative competence through socially interactive activities. CLL uses, in
content classes ESP, the four skills, grammar, pronunciation and vocabulary. Some
learning and teaching activities are formal cooperative learning groups informal
cooperative learning groups, and cooperative based groups. The nature and
organization of group work require a structural of program carefully designed to
promote interaction among the learners.
As a member of a group, they have to work cooperatively on tasks with the other
members. So, they have to learn teamwork skills. They become directors of their own
learning. They have to learn to plan, monitor, and evaluate their own learning. They
have to practice actively in the process.
The role of the teacher is different from the role of the teacher in traditional lessons.
The teacher has to create a highly structured and well-organized learning
environment in the classroom, assigning students to groups and roles, and selecting
materials and time Richards, J.(2001.). p.199.The teacher is a facilitator of learning
and he should move around the class helping students. They have to provide
question to challenge critical thinking.
33

According to Harel (1992) p.169, they assist students with the learning tasks, and
they give few commands, imposing less disciplinary control.
Moreover, they may also have to restructure lessons to facilitate the students to work
on them cooperatively. Materials used should create important opportunities for
students to work cooperatively. Materials used for other types of lessons are useful
but variations are required.
2.2.40 PROCEDURE
The procedures work in the following way (Richard, 2008).p. 200.
• The teacher assigns students to pairs with at least one good reader in
each pair.
• Student A describe what she or he is planning to write to student B,
who listens carefully, probes with a set of questions, and outlines the
ideas of student A. Student B givers the written outline to student A.
• This procedure is reversed, with student B describing what she or he is
going to write and student A listening and completing an outline of the
ideas of student B, which is given to student B.
• The students individually research the material they need for their
composition, keeping an eye for material useful to their partner.
• The students work together to write the first paragraph of each
composition to ensure that they both have a clear start on their
composition.
• The students write their composition individually.
• When the students have completed their compositions, they proofread
their compositions, making correction in capitalization, punctuation,
spelling, language usage, and other aspects of writing the teacher
specifies. Students also give each other suggestions for revision.
• The students revise their compositions.
• The students then reread their compositions and sign their names to
indicate that each composition is error free.
2.2.41 ADVANTAGES AND DISADVANTAGES OF THE COOPERATIVE METHOD
Some of the advantages are that the students develop interpersonal skills, self-
sufficiency, participation, and sharing responsibility for the achievements. And the
main disadvantage is the negative attitude of some students who do not have good
teamwork skills.
34

CHAPTER III
METHODOLOGICAL FRAMEWORK

3.1 RESEARCH DEFINITIONS
Kothari, C (2004) p.11 defines research as a scientific and systematic search for
pertinent information on a specific topic is an art of scientific investigation. Redman
and Mory define research as a systematized effort to gain new knowledge.
For The Advanced Learners Dictionary of Current English research is ¨a careful
investigation or inquiry especially through search for new facts in any branch for
knowledge¨. Dr. Slesinger and Mr. Stephenson in the Encyclopedia of Social
Sciences define research as ¨the manipulation of things, concepts, and symbols from
the purpose of generalizing to extend, correct or verify knowledge whether that
knowledge through objective and systematic method of finding solutions to a problem
in search
3.2 TYPE OF RESEARCH
According to Hernandez, S. 2003, (p.4), there are two types of researches: the
quantitative and the qualitative studies. The quantitative research takes into account
the numeric data of the research to be analyzed in order to answer the research
questions and the hypothesis previously stated. This type of research trusts in the
numeric measure and statistic and suggests relationship between variables. In
contrast, the qualitative research is related to the collection of data through
observation and description. On the other hand, Kothari (2004) p.3 affirms that a
quantitative research is based on the measurements of quantity or amount. It is
applicable to phenomena that can be expressed in terms of quantity. Qualitative is
concerned with qualitative phenomena. This type of research aims to discovering the
underlying motives and desires using in depth interview for the purpose. Besides,
qualitative research is a generic term for investigative methodologies described as
ethnographic, naturalistic, anthropological, fields, participant observer research. This
differs from
36

quantitative research which attempts to gather data by objective methods to provide
information about relations, comparisons and predictions and attempt to remove the
investigator from the investigation Smith, (1987). P.16 this investigation is based in
the qualitative research. This is related to qualitative experience;, one example of this,
is when the investigation is associated to the human behavior or the way that people
react toward specific circumstances.
Miguel Martinez, (1998) p. 14, affirms that the qualitative method is distinguished by
the following characteristics. It is descriptive, inductive, phenomenological, holistic,
ecological, structural and systematic, humanistic, flexible and emphasizes more the
validity that the replicability of research results. Descriptive research is considered
the best method for collecting information to describe what really exist. Bickman and
Rog (1998)p.15 say that description studies can answer questions such as “what is”
or “what was”.
3.3.1 VARIABLE DEFINITION
A variable is any factor, trait, or condition that can exist in differing amounts or types;
a characteristic, number, or quantity that increases or decreases over time, or takes
different values in different situations.
Two basic types are (1) Independent variable: that can take different values and can
cause corresponding changes in other variables, and (2) Dependent variable: that
can take different values only in response to an independent variable. Business
Dictionary, (2010).
Also, a variable is any aspect that can vary or change as part of the interaction within
the theory. According to Merriam-Webster dictionary it is ¨a quantity that may take on
any of a set of values or something that is variable¨. National Services and Learning
(2013) p.22, affirms that the following are the major types of variables defined by
37

quantitative researchers. Qualitative researchers do not defined variables:
• Independent variable: a variable that is selected or controlled by the
researcher, to determine its relationship to the observed outcome of
the researcher.
• Dependent variable: the variable being measured as an outcome.
• Intervening variables: a hypothetical concept that attempts to
explain the relationship between the dependent and independent
variable.
• Moderator variable: a variable that is related to the direction or
strength o the relationship between the dependent and independent
variable.
3.3.2 CUESTIONNAIRE DEFINITION
A questionnaire consists of a number of questions printed or typed in a definite order,
or a form, or set of form (Kothari, 2004).p.95. Another definition of questionnaire is a
mean of eliciting the feelings, beliefs, experiences, perceptions, or attitudes of some
sample of individuals. As a data collecting instrument, it could be structured or
unstructured…The questionnaire is most frequently a very concise, preplanned set of
questions designed to yield specific information to meet a particular need for research
information about a pertinent topic. The research information is attained from
respondents normally from a related interest area. The dictionary definition gives a
clearer definition: A questionnaire is a written or printed form used in gathering
information on some subject or subjects consisting of a list of questions to be
submitted to one or more persons. James, P(1997). P.142
3.3.3 THE INTERVIEW DEFINITION
An interview is a method of collection data and consists in a person asking questions
generally face-to-face contact to other persons or persons¨ Kothary, (2004). p.100).
There are many definitions; for example, Hernandez, S (1998) p.33, wrote that the
interview is a social interaction that is designed to collect data. The researchers ask
questions to people to provide relevant input, establishing a dialogue where one
38

party seeks to gather information and the other part is the source of information.
3.4 POPULATION AND SOURCES OF INFORMATION
3.4.1 POPULATION AND SELECTION
Population is the total collection of elements and sample as a part of a population that
is selected according to some rules and statistics¨ Kothari, (2004). P.122
The CTP of Granadilla High School populations are 440 students from 7th
grade and
360 from 8th grade. From 800 students 20 of them men and woman of each level will
be the sample. These human resources will be taking to account to answer
questionnaires and give the main information for this research. They are a very good
representation of this population due to most of the times the victims of bulling belong
to these levels.
3.4.2 SOURCES OF INFORMATION
The information will be taken from the population of CTP de Granadilla,
questionnaires applies to students among twelve, thirteen and fourteen years old
whose will be the main source. Equally, some interview will be applied to teacher. The
secondary source will be academic books, and formal pieces of research, magazines,
essays and sources consulted by internet.
3.4.3 DETERMINING SAMPLE DESIGN
There will be selected the judgment sampling because this searching is qualitative
and pretends to get information about beliefs, attitudes and behaviors of the students
of CTP de Granadilla in relation to bullying . Kotary, C (2004).p.135 “Judgment
sampling is used quite frequently in qualitative research where the desire happens to
39

to be develop hypotheses rather than to generalize to larger populations”.
3.5 VARIABLE DEFINITIONS
3.5.1 SPECIFIC OBJECTIVE N°1. To identify different types of bullying at the
VARIABLE No 1. Types of bullying
CONCEPTUAL DEFINITION. Nowadays there are different types of bullying and
these have cultural, technological and psychological connotation among others. The
following are some examples presented by Mullin, N. (2009) p.4.
• Cyber bullying or online bullying is a term used to refer to bullying
over electronic media. Cyber bullying is willful and involves
recurring or repeated harm inflicted through electronic text. Cyber
bullying can be as simple as continuing to send e-mail to someone
who has said they want no further contact with the sender. Cyber
bullies may also include threats, "putdowns" or hate-motivated
speech. Cyber bullies may publish the personal contact information
of their victims. They may attempt to assume the identity of a victim
for the purpose of publishing material in their name that defames or
ridicules them.
• Physical bullying includes any physical contact that would hurt or
injure a person like hitting, kicking, punching, etc. Taking
something that belongs to someone else and destroying it would
also be considered a type of physical bullying. For example, if
someone was walking down the street and someone came up to
them and shoved them to the ground that would be physical
bullying. In elementary and middle schools, 30.5% of all bullying is
physical.
• Verbal bullying is name-calling, making offensive remarks, or joking
about a person's religion, gender, ethnicity, socioeconomic status,
or the way they look.
• For example, if there was a group of kids who made fun of another
kid because
• He couldn't run as fast as everyone else, it would be an example of
verbal bullying. 46.5% of all bullying in schools is the verbal type.
Verbal aggression is when a bully teases someone. It can also
include a bully making verbal threats of violence or aggression
against someone's personal property.
• Indirect bullying includes spreading rumors or stories about
someone, telling others about something that was told to you in
private, and excluding others
• from groups. An example would be if you started a rumor that a boy
40

in your class likes playing with dolls, and if the reason that you
made up the story was because you thought it was funny.
• This would be indirect bullying. Indirect bullying accounts for 18.5%
of all bullying.
• Social alienation is when a bully excludes someone from a group on
purpose. It also includes a bully spreading rumors, and also making
fun of someone by pointing out their differences.
• Intimidation is when a bully threatens someone else and frightens.
Mullin, N. (2009)
OPERATIONAL DEFINITION. For this variable will be used an instrument to the
students to allow them to express types of bullying suffered by them in the High
School. The items No.1, 2, 3, 4 and 5 of the students’ survey will determine their
perspective about type of bullying.
INSTRUMENTAL DEFINITION. According to the responses obtained from the
questionnaires, it will be deemed that exist appropriate knowledge about types of
bullying if the results show a positive evaluation by 100% of respondents
3.5.2 SPECIFIC OBJECTIVE No 2. To describe the effects of bullying in relation to
the school work at The Professional Technical Granadilla High School.
• VARIABLE No 1. Psychological and physical Bullying effects
CONCEPTUAL DEFINITION. According to stopbulling.gov bullying is a violent social
problem that can affect negatively to those who are linked to it in some ways such as
those who are bullied, those who are bullies, and those who witness the attack.
Bullying can cause serious damages on mental health, substances use, and suicide.
Parents and teachers must talk to children about this bad behavior. According to
Mullin, N. (2009.).p.3, some of the negative effects that children who are bullied can
suffer are the following:
• Depression
• Anxiety
41

• Have low self-esteem
• Feeling Of Sadness
• Have nightmares
• Changes In Sleeping And Eating Problems
• Loss Of Interest In Activities They Before Enjoy
• Lack quality friendships at school
• Decreased School Participation
• Be less well accepted by peers
Children who bully can continue with the destructive behavior into adulthood and are
more likely to:
• Abuse of alcohol and other drugs
• Get into fighters
• Vandalism property
• Have criminal convictions
• Be abusive in their relationships. Mullin, N. (2009). p.3.
The witnesses of bully are more likely to:
• Have increased use of tobacco, alcohol and other drugs
• Have mental health problems, include depression and anxiety
• Feel fearful to act and guilty for not acting. Mullin, N. (2009). P.4
There is a relationship between bullying and suicide. Even bullying alone is not the
cause because the reasons why a person may be at risk of suicide are very
complicated. But, it can make an unsupportive situation worse. So, the risk can
increase if people affected do not receive support from their parents, teachers, or
friends. This is a social responsibility. Besides, when bullying continues and schools
do not take action, the environment and culture of the institution can suffer from
negative changes as the following:
• The developing an environment of fear
• Students facing difficulty of learning
• Students facing insecurity
• Students perceiving that school authorities cannot have control and do
nothing to change the situation Mullin, N. (2009). p.4.
42

OPERATIONAL DEFINITION. According to the responses obtained from the
questionnaires, it will be deemed that exist appropriate knowledge about bullying
effects if the results show a positive evaluation by 90% of respondents to allow them
to express types of bullying effects by them in the High School. The items No.8 of the
students survey will determine their perspective about bullying effects.
INSTRUMENTAL DEFINITION. For this variable will be used an instrument to the
students
3.5.3 SPECIFIC OBJECTIVE No 3. To define the reasons because of students are
victimized at the Professional Technical Granadilla High School.
VARIABLE No 1. Characteristics of the victimized students
CONCEPTUAL DEFINITION. There are some reasons because of students are
victimized; for instance, the victims show some characteristics that make them are
considered different from the rest of the group. The bullying problem is more
frequently among younger age groups age. Approximately fifty per cent of
adolescents have been bullied some time but this percentage decrease when they
get older. Generally, more girls than boys suffer psychological types of bullying such
as being called names and being socially excluded. On the other hand, boys report
more physical types of bullying for instance being forced to hand over their
possessions, or being victims for violence. People from minority ethnic groups are
insulted and rejected. There is no an important relationship between religion and
bullying. However, young people whose religion is very important report more verbal
attack than others. Students with special education needs are vulnerable to bullying.
Similarly, people with disabilities are more likely to be bullied. Social position is other
factor related to bullying, majority in private institutions where those socially
disadvantaged are despised and excluded from the rest of the group.
43

In some cases people who change school suffer from bullying because they are
considered the new one. However, others who are being bullied escape bullying
when they change school. So, changing school has different implication for different
students.
The Olweous program (2009) p.3, affirms there are two types of victims: the passive
and the provocative victim. Some of their characterizers are:
Passive victim
• Be quiet, cautious, and sensitive
• Be insecure, have little confidence
• Be physically weaker(boys)
• Be afraid of getting hurt
• Develop earlier (girls)
• Find it easier to associate with adults than peers
Provocative victim tends to:
• Be hyperactive
• Be hot-temper
• Be clumsy and immature
• Be difficulty reading social signal
• May have reading and written problems
• Behave in ways that may cause irritation and tension
• Displays characteristics of both passive victims and bullies
Moreover, children who are obese or those who are both gay, lesbian, bisexual, or
questioned their sexual identity suffer a higher risk of being bullied.
questionnaires, it will be deemed that exist appropriate knowledge about types of
students to allow them to express the reasons why they are bullying victimized in the
High School. The items No. 7 and 12 of the students survey will determine their
44

perspective about Bullying Victimized
3.5.4 SPECIFIC OBJECTIVE No 4. To distinguish factors that influence students to
become bullies
VARIABLE No 1. Behavioral patterns of bullies students
VARIABLE No 2. Factors that influence an aggressive behavior
CONCEPTUAL DEFINITION. Anyone can bully. Bullying can occur in and out of
school and students, teenagers that do not attend school, and many times adults can
be involved in this kind of behaviour. Bullying is a learned behaviour that can be
replaced with more positive behaviour. Recent research suggests that boys and girls
engage in bullying at about the same rate, although the type of bullying behaviour can
differ. About thirty percent of children in a school bully twenty percent of the other
children (Focus on Bullying: A Prevention Program for Elementary School
Communities, pages 6-13). Bullying can start at an early age, even among 2-3 year
olds. If, left unchecked, it will get worse as the child gets older. It is important for
parents to act as early as possible. To understand more about who bullies and why,
refer to the BC Ministry of Education’s guides, helping our kids live violence free: A
parent’s guide (for students in grades K.) Really, there is no, one single cause of
factor for bullying. In fact, it is the interaction of several social and emotional contexts,
The author Susan M. Swearer, S. (2011). PP. 5,6,7, writes about some social factors
that influence bullied students
• Social religious, different from the normative group
• Low socioeconomic status
• Poor or deficit in social skills
• Superior social skills
• Sexual orientation
• The use of drugs
• Delinquency
• Low academic achievements
• School climate
45

• Classroom characteristics
• Teacher attitudes
• Grades level
However, most of the time an important influence as learning negative pattern
behavior starts at home. Many times there are temperamental traits that have been
reinforced at home such as aggressiveness, and this could be the cause to become a
bully. Children whose parents show an aggressive behaviour or a permissive attitude
can influence aggressive tendencies in their children behaviour. However there are
external factor that have a great influence.
“Aggressive children are more likely to find aggressive playmates that
reinforce their behavior, increasing the potential bully's confidence and
enabling the pattern to emerge. Sometimes, these peers may even
assume the roles of "henchmen," who do the bully's "dirty work" as the
bully directs them and looks on”. Susan, Swearer, ( 2011. P.4 )
questionnaires, it will be deemed that exist appropriate knowledge about bullied
students if the results show a positive evaluation by 90% of respondents
students to allow them to express bullied students in the High School. The items
No.1, 16 and 19, of the students’ survey will determine their perspective about bullied
students.
3.5.5 SPECIFIC OBJECTIVE No 5. To determine the percentage of students that
reported as victims in order to estimate the impact.
VARIABLE No 1. Students victims of bullying
Students who are bullied may lose interest in school, have trouble concentrating, or
do poorly academically; they can develop physical symptoms such as headaches,
46

stomach pains or sleeping problems. They may be afraid to go to school, or ride the
school bus because many of these bullying situations occur on the school bus.
Generally, bullied students lose confidence in themselves; as a result, they may
experience depression, low self-esteem and even have suicidal thoughts. Equally,
students who witness bullying actions may also be affected. They may feel guilty for
not helping, and most of the time they are fearful because they could be possible
victims. All of this may progressively change the group or classroom attitudes and
norms in insensitive behaviour without taking actions. Then students whose are
victims of bullying feel the need to report such aggression, they need supporting to
deal with bullying; therefore, it is necessary to keep open ways for communication to
persuade students to report such behavioral conditions. In the Professional Technical
Granadilla High School as in many other high schools it is necessary to implement
prevention policies that help students recognize different types of bullying and the
importance to report incidents and the students who are bullies
They must know that this is as very good way to prevent this aggression and
minimize the impact of bullying in the high school. Also the safety of student is
essential in order to get positive respond from them it is required to initiate an
adequate investigation process that make students to feel comfortable when report
incidents confidently.
questionnaires, it will be deemed that exist appropriate knowledge about victims of
students to allow them to express students victims of bullying in the High School. The
items No.12 of the students survey will determine their perspective about victims of
bullying.
3.6 INFORMATION PROCESSING. This research is a qualitative study related to
the qualitative expressions of the students. It is descriptive because this is the best
47

method for collecting information to describe what really exist. For gathering this
information two questionnaires were applied to the students in an interview face to
face contact with them, 19 students from 8th
grade, both men and women, were
selected for the interview.
This is qualitative research the information gathered was about their belief, attitudes,
and behavior respect to bullying. Excel and Power were used to process the
information which was reflected in charts and graphs
48

CHAPTER IV
ANALYSIS AND INTERPRETATION OF THE RESULTS

INTRODUCTION
Anyone can be affected by bullying anytime and anywhere. Today, bullying is more
present in schools and high schools than years before due to many factors especially
related to technologies like cell phones, social networks, internet, and others. When
students suffer from bullying, they can be affected in many ways. For example, they
may lose sleep or feel sick and may want to skip school or even be thinking about
committing suicide. They may even have developed a feeling of hopelessness and
helplessness.
Teachers can help establish a supportive and safe school climate where all students
are accepted. Educators must know how to respond when bullying happens in order
to protect all the students and permit their learning and growing process. It’s
important that teachers learn what bullying is and what it is not, because Bullying
consists of using force, threat, or coercion in order to abuse, intimidate, or
aggressively impose domination over other people. Sometimes behaviors that look
like bullying are just personal feeling and motions however; the response strategies of
the students may be different. There are several warning signs that some students
might be involved in bullying and might be at risk for getting involved.
One of the first steps to preventing bullying is by establishing a safe school climate.
Not only students, but also teachers and administrative staff should be educated
about bullying. Parents and young people should be engaged in the creation of a
positive school climate. Being able to talk with students about bullying in a wise way
can be a real help to construct the kind of society that can make progress from the
basis of respect and equality. When bullying happens, it is necessary to respond to it.
No reaction at all can make it worse. Working to establish rules and policies to help
the school community to have a clear understanding of the expectations around
bullying can provoke that bullying cases decrease enormously. What you learn in
school through modeling influences is what kind of adult you become as well as what
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