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UNIVERSITY OF CORDOBA
THE IMPORTANCE OF ACQUARING SECOND OR FOREING LANGUAGE THROUGH COMMUNICATIVE TASKS TO IMPROVE ORAL INTERACTION

TRABAJO DE TRADO I

Miguel Ángel Vidal Arrieta

Lina Marcela Murillo Meneses

Submmited to: Sonia Jerez Rodríguez

sonijerez@yahoo.com

Teacher – Researcher UNICOR

ENGLISH LICENCIATURA PROGRAM

MONTERIA, COLOMBIA

2011

PROBLEM STATEMENTIt is well known that one of the main purposes of the Foreign and Second Language Teaching is to allow students to communicate and express properly, effectively, innovate, share and propose new ideas with others in that language. Although in teaching learning process all the skills while acquiring the language are important, teachers commonly emphasize and base their teaching on just one or twoof the four of them (Listening, Speaking, Reading and Writing).

When doing the observation at rancho Grande school, which is public and located at rancho Grande neighborhood Monteria, it was found that the English teacher just used activities borne on writing texts, translating and make grammatical sentences to teach English to their students rather than using oral interaction activitiessuch as warm up activities, oral games to promote students’ speaking skill. It seems to be that these students were bored and discouraged with the subject due to this way of teaching.

PURSPOSE

The purpose of this group work is to use oral interactive activities and communicative tasks to English class so that it oral interaction can be promoted among the students and students and the teacher.RATIONALE

From long time ago, teachers of English have been in search of several ways and strategies to motivate students to learn the second language, however most of these teachers have used their strategies wrongly like just teaching through grammar and translation producing in students feel bored, discouraged and with certain apathy against learning of English therefore teachersshould make their learners feel comfortable and confident by creating a cozy space to express and show what they want, think and feel.

For supporting our point of view we respectfully cite these authors: Ariza (2003: p27), who says that “students need opportunities to express their ideas, feelings and experiences”; and for us it is really important to create those interactive and communicativespaces for students since students can learn the second language in an authentic way just like they learned their mother tongue. In addition Ibarra (2002: p44) refers to the important relationship between communication and interaction when she expresses that:

“We use language with the immediate purpose of communicating the way we perceive, give meaning and understand the world. We alsouse it to build social relationships that allow us to interact with each other. Furthermore, students should develop their communicative competence interacting with others and creating a real atmosphere in the classroom through the development of tasks. Communicative tasks are supposed to allow students to develop communicative competence in the real day-to-day use of the language.”

Thereforewhat we want is to create oral interaction in the classroom so that students can learn the foreign language trough the oral touch (oral communication) bringing about with this develop communicative competence as well.

THEORETICAL FRAMEWORK

ORAL INTERACTION

It is true that humans can learn any language through the use of certain elements that promote communication such as our tongue, ourhands and our body among others that can be means to express feelings, ideas and emotions. However it is necessary to have a component which makes this process possible and comfortable, it is Oral Interaction.

Classroom interaction consists of two types: non-verbal interaction and verbal interaction. Non-verbal interaction is related to behavioral responses in class. It means students interact...