Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
MEMORIA SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A DESCRIPTIVE STUDY OF THE STRATEGIES USED IN THE ORAL ACQUISITION
PROCESS OF ENGLISH AS A FOREIGN LANGUAGE IN 7TH GRADERS AT COLEGIO
NACIONAL VIRTUAL MARCO TULIO SALAZAR, SEDE DE TRES RÍOS.
YORLENY FARRATH CALDERÓN ACUÑA
ROXANA MARÍA HERNÁNDEZ VALVERDE
ENERO, 2018

2. INTRODUCTION
Costa Rica’s Education System has emphasized that students from
High School have the opportunity to learn English as an additional
language.
Searching for new strategies and techniques to teach oral English has
become a challenge for teachers in Costa Rica, since students have to
learn it to communicate.

3. JUSTIFICATION
 Necessity to speak English in an increasingly demanding reality in
order the people, especially the students can get better opportunities
and they have a much wider field to choose whatever they want to
do in the future.
 English is a great tool students have to face the world and their future.

4. PROBLEM STATEMENT
.
 What strategies are used in the oral acquisition process of English as a
Foreing Language on 7th graders at Colegio Nacional Virtual Marco
Tulio Salazar, sede de Tres Ríos, Cartago, 2017?

5. GENERAL OBJECTIVE
 To determine the strategies used for the process of oral acquisition of
English as a Foreing Language with 7th graders at Colegio Nacional
Virtual Marco Tulio Salazar, sede Tres Ríos, Cartago, attempting to
enhance the level of English achieved through the target contents,
2018.

6. SPECIFIC OBJECTIVES
.
1. To determine the level of mastery of the oral skills in English possessed
by 7th graders, with the purpose of using suitable strategies for the
improvement of the oral acquisition process of English as a Foreing
Language
2. To describe the current methodology for oral acquisition of English for
the formulation of actions that facilitate the understanding of the
different needs of the students.

7. SPECIFIC OBJECTIVES
3. To establish ongoing attitudes of the students when speaking English,
with the purpose of understanding the importance of using strategies for
the oral acquisition process of English as a Foreign Language.
4. To state the types of administrative facilities implemented by the school
aiming the increase of oral English performance.
5. To develop with a methodology of English teaching as a Foreing
Language based on playful strategies, for the improving the oral acquisition
process.

8. VARIABLES
1. The process of Oral Acquisition of English as a Second Language
2. English Teaching Methodology in Costa Rica
3. New strategies to improve the process of Oral English Acquisition.
4. Language acquisition skills.

9. THE INSTITUTION
 Colegio Nacional Marco Tulio Salazar, sede de Tres Ríos, Cartago.
 Population 280 students.
 Facilities : flexible schedule, 12 classrooms, computer lab.

10. THEORETICAL FRAMEWORK
EDUCATION IN COSTA RICA
Education has been a fundamental pillar for economic, social and political
development since the dawn of the Costa Rican nation.
Informe del estado de la educación

11. MAIN CHALLENGES OF COSTA RICAN EDUCATION IDENTYFIED BY THE
FIRST STATE EDUCATION REPORT
Universalize preschool and secondary coverage.
Improve the quality of the educational system.
Reduce the reproach and improve efficiency.
Retain students in the educational system.
Reduce socio-spatial gaps.
Expand investment in education.
To improve the conditions of work of teachers.
Improving the stewardship of the sector.
Institutional reform.
Strengthen the system of monitoring and evaluation.
Strengthen educational research.
Strengthen the role of public universities as agents of social mobility.
Improve the monitoring and control of quality of university education.
Strengthen the link between the generation of knowledge and its application to the development.

12. SECONDARY EDUCATION IN COSTA RICA
According to el Estado de la Educación, (2017). Costa Rican youth have
free and equal access to secondary education, without interruptions, and
that to acquire the knowledge required for their personal and
professional development are some of the national aspirations to which
this chapter It tracked in each of their deliveries. This Edition reports
improvements in all of them, but warns of uneven developments and low
achievement in the light of the needs of the country and the investment
that are engaged in this level of education.

13. TEACHING ENGLISH AS A FOREING LANGUAGE IN COSTA RICA
According to Bonilla Lynch, Alvaro y Rojas Alfaro, Roberto. (2012). the
learning of a foreign language has served as an effective tool in
developing countries to foster their growth not only economic but also
social. In addition, it is worth mentioning that certain social conditions,
very particular, allow that developed countries show interest in large
scale investments in underdeveloped countries, and allow an important
social advance; one of these cases has been that of Costa Rica.

14. THE LEARNING OF FOREING LANGUAGE IN COSTA RICA AND ITS IMPACT
ON THE SOCIO ECONOMIC DEVELOPMENT OF THE NATION
The learning of foreign languages, even though it is well known, brings
competitive advantages for those who dominate it to others.
The need to have people able to communicate in the English language in
different areas has led to the Governments of many countries of the world
through their ministries and education agencies to plan and execute
programs that encourage the development and learning the English
language.

15. THE COMMUNICATION PROCESS
Christopher Brumfit says, “When we communicate, we use the language
to accomplish some function, such as, arguing, persuading, or promising.
Moreover, we carry out, functions within a social context.

16. LINGUISTIC PRINCIPLES
Organizational competence ( grammatical discourse )
Pragmatic competence ( functional and sociolinguistic )
Strategic competence
Psychomotor skills

17. COMMUNICATIVE APPROACH
Everything is done with a communicative purpose. Students use the
language through communicative activities: games, role plays, and
problem solving tasks.
The teacher is a facilitator of his student’s learning. As such, he has
many roles to fulfill. He is a manager of classroom activities. In this
role, one of his major responsibilities is to establish situations likely to
promote communication.

18. Student – centered method: Students are seen more responsible
managers of their own learning experience.
Information gap: An information gap exists when a person in an
exchange knows something that the other person doesn’t’.
Choice of discourse: .In communication, the speaker can decide what he /
she will say and how he / she say it. If exercises are tightly controlled,
the speaker has no choice and the exchange, therefore, is not
communicative” Larsen-Freeman, Diane, 1996, P.96.

19. METHODOLOGICAL FRAMEWORK
According to Vyhmeister (1989) research is the search for truth - whole
truth of God, because God is truth and all the truth comes from it,
whether historical, scientific or theological. God is the ultimate truth,
human beings... for their part, are limited and finite, so our conclusions
regarding the truth cannot be considered as final or definitive. What
today is true, tomorrow can change as a result of a new discovery. This
leads to the recognition of the need to be humble and accept that there
will always be something new to learn.

20. DESCRIPTIVE RESEARCH
This research will be a motivational research for us as researchers,
because it is going to focuses on Seventh Graders.

21. ANALYSIS OF THE OBSERVATION
• English teaching methodology in Costa Rica
• New strategies to improve the process of Oral English Acquisition

22. ANALYSIS OF THE INTERVIEW
• The process of Oral Acquisition of English as a foreing language.
• New strategies to improve the Oral English Acquisition

23. ANALYSIS OF THE QUESTTIONARIE
OPTIONS ANSWERS PERCENTAGE
Between12 and 13 years 2 8.33
Between 13 and 14 years 8 33.33
Between 14 and 15 years 14 58.33
Total 24 100

24. AGES OF THE STUDENTS WHOM QUESTTIONARIE WAS APLLIED
8.33%
33-33%
58.33% Between 12 and 13 years
Between 13 and 14 years
Between 14 and 15 years

25. STUDENTS THOUGHTS
71%
29%
Like
Don't like

26. CORRECTION OF THE MISTAKES
OPTIONS ANSWERS PERCENTAGE
Agree 24 100
Disagree 0 0
Total 24 100

27. 0
5
10
15
20
25
AGREE Disagree
24
0

28. STUDENTS OPINION
OPTIONS ANSWERS PERCENTAGE
Agree 18 75
Disagree 2 8.33
Strongly disagree 4 16.66
Total 24 100

29. STUDENTS OPINIONS ABOUT WORKING IN GROUPS
16.66%
8.33%
75%
Strongly disagree Disagree Agree

30. RESOURCES DESIRED BY STUDENTS T ACCOMPLISH THE GOAL
OPTIONS ANSWERS PERCENTAGE
Necessary 15 62.5
Unnecessary 4 16.66
Strongly necessary 5 20.83
Total 24 100

31. RESOURCES DESIRED BY THE STUDENTS TO ACCOMPLISH THE GOAL
62%
17%
21%
Necessary
Unnecessary
Strongly necessary

32. ANALYSIS AND INTERPRETATION OF THE QUESTIONNARIE APPLIED TO
STUDENTS
 This questionnaire was made to apply out strategies to improve
English language acquisition in students and to know what students
need and want to obtain through having oral English lessons.

33. AGES OF THE STUDENTS WHOM THE QUESTIONNARIE WAS APPLIED.
OPTIONS ANSWERS PERCENTAGE
Between 12 and 13 years 2 8.33
Between 13 and 14 years 8 33.33
Between 14 and 15 years 14 58.33
Total 24 100

34. AGES OF THE STUDENTS WHOM THE QUESTIONNARIE WAS APPLIED.
8,33%
33.33%
58,33%
Students between 12 and 12 years
Students between 13 and 14 years
Students between 14 and 15 years

35. WOULD YOU LIKE TO WORK IN GROUPS IN ORDER TO IMPROVE
COMMUNICATION IN ENGLISH?
OPTIONS ANSWERS PERCENTAGE
Students who like to work in groups 18 75
Students who don´t like to work in groups 4 16.66
No answer 2 8.33
Total 24 100

36. WOULD YOU LIKE TO WORK IN GROUPS IN ORDER TO IMPROVE
COMMUNICATION IN ENGLISH?
75%
17%
8%
Students who like to work in groups
Students who don't like
Students who don't care

37. WHY DO YOU THINK IT IS NECESSARY FOR STUDENTS THE SELF
MONITORING?
OPTIONS ANSWERS PERCENTAGE
Very necessary 10 41.66
Necessary 10 41.66
Unnecessary 4 16.66
Total 24 100

38. WHY DO YOU THINK IT IS NECESSARY FOR STUDENTS THE SELF
MONITORING?
42%
42%
17%
Very necessary
Necessary
Unnecessary

39. LEVEL OF COMFORTABILITY FELT BY THE STUDENTS
OPTIONS ANSWERS PERCENTAGE
Comfortable 21 87.5
Uncomfortable 3 12.5
Total 24 100

40. LEVEL OF COMFORTABILITY FELT BY THE STUDENTS
87,5%
12,5%
Comfortable Uncomfortable

41. BEING AWARE OF THE SPELLING MISTAKES WIIL HELP YOU TO IMPROVE
ORAL ENGLISH.
OPTIONS ANSWERS PERCENTAGE
Agree 24 100
Disagree 0 0
Total 24 100

42. BEING AWARE OF THE SPELLING MISTAKES WIIL HELP YOU TO IMPROVE
ORAL ENGLISH.
AGREE Disagree
100%
0%

43. ANALYSIS AND INTERPRETATION OF THE QUESTIONNARIE
APPLIED TO TEACHERS
 One questionnaire was applied to teachers from Marco Tulio Salazar
High School. The questionnaire was applied to demonstrate the
importance of the teacher during the Learning English Acquisition
Process

44. ABOUT STUDENTS BEING AFRAID OF LEARNING ENGLISH
OPTIONS ANSWERS PERCENTAGE
Mispronunciation 4 100
Having mistakes 3 75
Having bad grades 4 100
Social incomprehension 2 50

45. ABOUT STUDENTS BEING AFRAID OF LEARNING ENGLISH
Mispronunciation
Having mistakes
Having bad grades
Social
incomprehension
100%
75%
100%
50%
Mispronunciation Having mistakes Having bad grades Social incomprehension

46. ABOUT ENGLISH CURRICULAR ACCOMODATIONS
OPTIONS ANSWERS PERCENTAGE
More trainings 4 100
Smaller groups 3 75
Lesson plan 2 50
Technology 3 75

47. ABOUT ENGLISH CURRICULAR ACCOMODATIONS
100%
75%
50%
75%
More trainings Smaller groups Lesson plan Technology

48. WHAT CAN BE DONE AS TEACHERS TO IMPROVE ORAL ENGLISH
ACQUISITION IN THE CLASSROOM?
OPTIONS ANSWERS PERCENTAGE
By using more technology 2 50
By repetition of instructions 1 25
By role playing 2 50
By practicing oral English 4 100

49. WHAT CAN BE DONE AS TEACHERS TO IMPROVE ORAL ENGLISH
ACQUISITION IN THE CLASSROOM?
50%
25%
50%
100%
By using more technology
By repetition of instructions
By role playing
By practicing oral English

50. ABOUT THE NECESITY OF THE TEACHERS OF HAVING MORE TRAINING.
OPTIONS ANSWERS PERCENTAGE
Technology training 4 100
English language training 2 50
Management of discipline training 4 100
Others 4 100

51. ABOUT THE NECESITY OF THE TEACHERS OF HAVING MORE TRAINING.
100%
50%
100%
100%
Technology training
English language training
Management of discipline training
Others

52. CONCLUSION
Based on the research performed previously and the objectives chosen to
conduct the investigation, the following conclusions are reached:
• THE PROCESS OF ORAL ACQUISITION OF ENGLISH AS A
FOREIGN LANGUAGE.
• ENGLISH METHODOLOGY IN COSTA RICA
• NEW STRATEGIES TO IMPROVE THE PROCESS OF ORAL
ENGLISH ACQUISITION.
• LANGUAGE ACQUISITION SKILLS.

53. GENERAL CONCLUSION
This research had as a main objective the idea of how teachers can apply
new strategies and techniques to improve the teaching and learning
process of Oral English at Colegio Nacional Virtual Marco Tulio Salazar,
sede de Tres Cartago.

54. COST OF THE STUDY
ITEM UNIT COST TOTAL COST (COLONES) TOTAL COST (DOLLARS)
University fees 70.000 1.111.000 1923
Copies 15 22.000 38
Food and Drinks 3.000 52.000 90
Transportation 2.000 32.000 56
Professional hours 13465 1.615.800 2795
Total 1.217.000 2107

55. RECOMMENDATIONS
• THE PROCESS OF ORAL ACQUISITION OF ENGLISH AS A
FOREIGN LANGUAGE.
• ENGLISH METHODOLOGY IN COSTA RICA
• NEW STRATEGIES TO IMPROVE THE PROCESS OF ORAL
ENGLISH ACQUISITION.
• LANGUAGE ACQUISITION SKILLS.

56. GENERAL RECOMMENDATION
As a general recommendation, the researchers consider very important
and useful for Colegio Nacional Virtual Marco Tulio Salazar, sede de Tres
Ríos, Cartago the acquisition not only of a modern and sophisticated
technological equipment, but also a useful technology for their students
and teachers in order to improve the process of teaching and learning
English.

57. PROPOSAL
PROPOSAL OF A VIRTUAL PLATFORM FOR THE ENHANCEMENT
OF THE ORAL ACQUISITION PROCESS OF ENGLISH AS A FOREIGN
LANGUAGE IN 7TH GRADERS AT COLEGIO NACIONAL VIRTUAL
MARCO TULIO SALAZAR, SEDE DE TRES RÍOS, CARTAGO, 2017

58. JUSTIFICATION
Speaking English for Ministry of Public Education has become in an
increasingly demanding reality in order the people, especially the
students in order to have better opportunities to face their future.

59. GENERAL OBJECTIVE
To propose the implementation of the virtual platform called Cyber Lab
as a tool for the enhancement of the oral acquisition process of English as
a second language in 7th graders at Colegio Nacional Virtual Marco Tulio
Salazar, sede de Tres Ríos, Cartago.

60. SPECIFIC OBJECTIVES
• To take advantage of the platform Cyber Lab for the development of
strategies and techniques to improve the oral English learning
acquisition process in 7th graders at Colegio Nacional Virtual Marco
Tulio Salazar, sede de Tres Ríos, Cartago.
• To promote a training program for teachers about the usage of the
platform Cyber Lab, giving special emphasis on the oral tools
offered by the virtual platform.

61. PROPOSAL DEVELOPMENT
REQUESTING FOR
APPROVAL
TRAINING TEACHERS FOR
INCORPORATING THE USE OF THE
FREE PLATFORM CYBER LAB INTO
THE TEACHING PROCESS
IMPLEMENTATION OF CYBER LAB

62. COST OF THE PROPOSAL
ITEM UNIT COST
(COLONES)
TOTAL COST (COLONES) TOTAL COST (DOLLARS)
Transportation 300 5.780 10
Copies 15 34.500 59.68
Food and Drinks 3.000 99.000 173.15
Total 139.280 242.83

63. IMPACT OF THE PROPOSAL
Institutional Impact Community Impact Strenghts
Weaknesses OpportunitiesThreats

64. “Technology is just a tool. In terms of getting the kids working together
and motivating them, the teacher is most important.” Bill Gates