ACTUAL SITUATION ANALYSIS. In the application of ICT in subject teaching of English will mean that students who led this experiment anger for many of them will be new, both in methods and in the wake of a new integrated modern technology, let's not forget that most of them come from schools where they have not seen or have known certain technological tools if any of them. But adjusted to the reality and the needs of middle schools that we develop especially in the early years of basic education, we must be very cautious in the application of the same, by that I mean that we will gradually introduce the technology and what associated with them and explain the use of them for a better result for our purposes that is learning the English language. It will depend on the teachers must be well prepared on the issue in the use and skill of hardware and software to be transmitted to teaching students. Although in modern times and current students are cyber visitors or many of them have their own computer which helps the teacher to be more careful because they are facing a time where the student on their own will have much knowledge about these tool technological and rapid access to navigate the Internet. In many cases teachers will have to resolve the lack of technological material because many schools do not have the same, it is then that the teachers of one or another way to bring their own tools. Fortunately, according to the government will gradually bring up the famous schools of the millennium to be on the same level with other countries in regard to education.
ACTUAL SITUATION ANALYSIS. The use of the audiovisual resources in English's class nowadays supposes uninstall to our students of a passive attitude, and to promote for our students an excellent opportunity to present real situations of language, which transforms it into an ideal method to transmit the language in a real socio-cultural context. These materials have the perfect combination of image and sound that it composes authentic information from the linguistic and pragmatic-discursive point of view. But the production of materials to work with video requires a time that we don't have always, for what becomes indispensable the collaboration among those that we are devoted to this work to share the work. It is possible to create a bottom of materials that, thanks to Internet, are accessible to all. We suggest the advantages from the variety of materials to which we can consent thanks to the new technologies and we work directly in this shop on four material plans for our classes with a guide for the elaboration of the activities that you/they rotate around the audiovisual one. We promote the use of the new technologies to give to our classes adult interest and to reach this way an active participation on behalf of the students, and at the same time we promote the material development to share among colleagues of high level and quality that it can be useful for the teaching ESL in any place of the world thanks to the virtual issue. But the production of materials to work with audiovisual resources requires a time that we do not have always, that´s why becomes indispensable the collaboration among those that we are devoted to this work to share the work. It is possible to create a bottom of materials that, thanks to Internet, are accessible to all. We suggest the advantages from the variety of materials to which we can consent thanks to the new technologies and we work directly in this shop on four material plans for our classes with a guide for the elaboration of the activities that rotate around the audiovisual one.
ACTUAL SITUATION ANALYSIS. This idea arises based on the educational situation of the country, before a reality that we cannot hide, where necessities persist as for the infrastructure implementation and endowment of necessary team to facilitate the process of teaching learning of the matters, specifically of the English language as foreign language in the educational establishments of the public sector of our country in a general context, and the city of ―El Triunfo‖, in the particular context. In opposition, there is the continuous technological advances that creates the necessity to form well prepared students to face this modernization and it bears it the handling of the tools like the manage of English language that it will take them to a better understanding and use of the informatics and their effects to achieve the scientific formation and technique.
ACTUAL SITUATION ANALYSIS. The main problem that we notice on the teaching and learning process of English as a second language in our institution is an absence of a dictionary focused in a specialty, in this case Electricity. There is a hard work doing translations just with the aid of a basic dictionary; or a wide open common dictionary. Sometimes we work those translation documents using computer software which is a little helpful but we need to keep in mind that is a little awful doing that because is not a very normal translation. In relation to the linguistics competence, we can notice that some teachers are comfortable just knowing very well the grammatical rules and being able to translate something; the students on the other hand want to develop communication skills more than just an academic knowledge. On foreign languages teaching, we must keep in mind from the same conception of the class, the application of the communicative focus, what should propitiate the communicative competence development? The institutions do not have enough resources to accomplish those objectives related to the English learning process. No money, no labs, no support for teachers’ workshops. The universities, academies and languages´ centers in our city do not help teachers promoting workshops or seminaries or special courses (Motivation, Using of new strategies, Correct application of the methodologies) to attend and directed by teachers who have English as their mother language.
ACTUAL SITUATION ANALYSIS. It is a pity that in most teacher-centered language classrooms, teachers now still sacrifice fluency for the sake of accuracy. Mistakes in oral and written output are hardly tolerated in most traditional classrooms. Without being aware that the quality of expression could be developed through large quantity of practice and meaning negotiation, most teachers pursued perfect linguistic form at the expense of fluency. Gradually, students tend to be afraid to express in the target language for fear of making mistakes because making mistakes and being corrected by the teacher were face threatening. In the long run, both accuracy and fluency became unattainable. It was certainly understandable that there was a reaction against the heavy emphasis on linguistic forms and accuracy at the expense of linguistic function and fluency. Though as a reaction against explicit deductive teaching of grammar, communicative language teaching did not intend to remove the teaching of grammatical forms completely from the language curriculum as many secondary teachers misinterpreted. The point lied in how grammar should be taught. Instead of deductive instruction on grammatical rules, communicative language teaching emphasized inductive or ―retrospective‖ approach to grammar (Xxxxx, 2000; Xxxxxxxx, 1996). As Xxxxx (1985) argued that looking explicitly at grammar might not lead immediately to learning, it would facilitate learning at a later stage when the learner was ready to internalize the new information about the language. Taken together, the above arguments suggested that language was best acquired when it was not studied in a direct or explicit way; it was most effectively acquired when it was used as a vehicle for doing something else (Krashen, 1985). In order to equip students with adequate communicative competence, the prevalent philosophy of foreign language teaching since early 1970s had undergone a paradigm shift from a transition model to a communication model (Xxxx, 1990), which meant that students no longer received, memorized, or repeated after the tape or the teacher. Instead, students had to actively engage in classroom activities for real communication and learning. In communicative language teaching, students were the central roles in the classroom. They assumed active, negotiate, and contributive roles (Xxxxx, 1989). In the communicative classroom, teachers attended to the input, interaction, and output in the target language. That was, students ultimately ha...
ACTUAL SITUATION ANALYSIS. The main problem that we notice is having professors with deficiencies in three of the fours kills that are worked just to make a living. How can we speak of transmitting knowledge that we do not have ourselves? In relation to the linguistics competence, we can notice that teachers are comfortable just knowing very well the grammatical rules and being able to translate something; the students on the other hand want to develop communication skills more than just an academic knowledge. On foreign language teaching, we must keep in mind from the same conception of the class, the application of the communicative focus, what should propitiate the communicative competence development? The institutions do not have enough resources to accomplish those objectives related to the English learning process. No money, no labs, no support for teachers’ workshops. The universities, academies and languages´ centers in our city do not help teachers promoting workshops or seminaries or special courses (Motivation, Using of new strategies, Correct application of the methodologies) to attend and directed by teachers who have English as their mother language.
