Analyzing students speech construction through their recorded videos  
Analyzing students’ speech construction through their  
recorded videos  
Ingrid Jhoana Nomesque Morales1  
Nomesque M,Ingrid J  
miradas N°14 – 2016. ISSN: 0122 994X Págs 93 - 112  
Recepción: Junio 18 de 2016  
Aprobación: Octubre 03 de 2016  
Publicación: Diciembre 20 de 2016  
Description  
Report of the research and pedagogical process developed in foreign language’s teaching  
with the Intermediate level conversational group of the Language Center. This project is  
focus on the observation, description and implementation of different activities in order to  
analyze all communicative strategies used by students to construct their own oral English  
performance, taking as a start-point the development of short video emissions based on  
four different kinds of speeches in English.  
Moreover, the data collecting techniques also make part of the pedagogical design, because  
the video recordings and field notes show how students construct their own speech using  
their previous knowledge to talk and interact in English with their own realities.  
Sources  
This document is based on four main points: communication, communicative approach,  
analysis performance and media resources. In this way, it is necessary to consult several  
texts including articles, books, thesis and virtual sources, which give a theoretical support  
according to the type of information the proposal is concentrated on. Thus, it is pertinent  
to name some authors like Birdwhistell, Briones, Davis, Erlbawn, Littlewood and Pastor,  
whose theoretical bases support the development of this project.  
Contents  
This document presents an introduction where it is described the development of this  
project; a justification where it is explained the reasons and the causes of the investigation,  
after that, it comes the research question and the objectives which are the beginning of the  
proposal. Next, the literature review is composed by theoretical bases divided into four  
spheres. Then, the research design develops the type of study, stages, setting, population  
1 Licenciada en Humanidades y Lenguas Extranjeras de la Universidad Pedagogica Nacional en 2011. Especialista en  
Comunicación Educativa de la Corporación Universitaria Minuto de Dios. inomesque@gmail.com  
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Descripción  
and data collecting techniques. Afterwards,  
it comes the pedagogical design, where it  
is described the project’s development,  
activities and their stages as well. Finally,  
the data analysis, conclusions, implications  
and annexes are presented as support of the  
long process developed in this proposal.  
Informe de investigación  
y
proceso  
pedagógicodesarrolladoconestudiantesdel  
grupo conversacional de nivel intermedio  
del Centro de lenguas en la enseñanza de  
una lengua extranjera. Este proyecto está  
enfocado en la observación, descripción e  
implementación de diferentes actividades  
Methodology  
para  
analizar  
todas  
las  
estrategias  
This project is based on a descriptive  
study of the intermediate students’ oral  
performance of the Language Center, where  
the observation, description and analysis of  
all communicative strategies used by them  
facilitate the analysis of their oral skill  
concentrated on how they construct their  
own speeches.  
comunicativas usadas por los estudiantes  
para construir sus propias presentaciones  
orales en Ingles, tomando como punto de  
partida el desarrollo de pequeños videos  
basados en cuatro clases de discursos en  
inglés.  
Además,lastécnicasderecoleccióndedatos  
hacen también parte del diseño pedagógico,  
ya que la grabación de videos y los diarios  
de campo muestran como los estudiantes  
construyen sus propios discursos hacienda  
uso de sus conocimientos previos para  
hablar e interactuar en ingles con sus  
propias realidades.  
In this way, this project uses the same  
collecting data techniques as part of the  
implementation activities towards the  
analysis of the students’ oral performance  
and communicative strategies used in the  
construction of their own way to speak in  
English.  
Fuentes  
Conclusions  
Este documento está basado en cuatro  
puntos principales: comunicación, enfoque  
comunicativo, análisis de discurso y  
recursos audiovisuales. De esta manera,  
fue necesario consultar varios textos  
incluyendo artículos, libros, tesis and  
recursos virtuales, los cuales fijan las bases  
teóricas del proyecto de acuerdo al tipo de  
información manejada en esta propuesta.  
Debido a esto, es pertinente nombrar  
The  
research  
process  
showed  
that  
students take always into account their  
previous knowledge and specific interests  
to construct their own speeches, which  
give them confidence to start speaking in  
English. At the same time, the familiar  
environment created by the teacher allows  
an active participation in class, where we  
can appreciated and analyze their oral skill  
performance improvement.  
algunos  
autores  
como  
Birdwhistell,  
Briones, Davis, Erlbawn, Littlewood y  
Pastor, quienes conforman el marco de  
referencia en el desarrollo de este proyecto.  
Key  
communicative  
performance, speech analysis and video  
use.  
Words:  
Communication,  
approach, oral,  
Contenidos  
Palabras Clave: Comunicación, enfoque  
comunicativo, habilidad oral, análisis de  
discursos en inglés y el uso del video.  
Este documento presenta una introducción  
donde se describe el desarrollo del  
proyecto, una justificación donde se  
explican las razones las causas de la  
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Analyzing students speech construction through their recorded videos  
Abstract  
investigación, después se encuentra la  
pregunta de investigación y los objetivos,  
en los que se fundamenta la propuesta. El  
marco conceptual está compuesto por las  
bases teóricas divididas en cuatro esferas.  
Luego, el diseño investigativo desarrolla  
el tipo de estudio, etapas, contexto,  
This project is address to all those language  
teachers interested in the oral speech  
construction through video performance  
analysis using the video as a didactic tool  
in the learning process and as an evidence  
of the students’ oral production. Thus, this  
project divided this study into five main  
parts.  
población  
y
técnicas de recolección  
de datos. Más tarde, viene el diseño  
pedagógico donde se describe el desarrollo  
del proyecto, actividades y sus etapas  
también. Finalmente, el análisis de datos,  
las conclusiones, implicaciones y anexos  
son presentados como soporte del largo  
proceso desarrollado en esta propuesta.  
The first one deals with the introduction,  
justification,  
problem  
statement  
and  
objectives of this proposal. The second part,  
works on the literature review and different  
theories and approaches that support this  
research. The third one makes reference to  
the research design, type of study, structure  
and data collecting techniques. The fourth  
part includes the pedagogical design  
composed by the activities as well as its  
development stages. The data analysis,  
Metodología  
Este proyecto esta basado en un estudio  
descriptivo de la presentación oral de  
los estudiantes de nivel intermedio del  
Centro de Lenguas, donde la observación,  
conclusions  
and  
implications  
come  
descripción  
y
análisis de todas las  
last, where all information is organized,  
analyzed and supported with the annexes,  
which are an extension from the material  
presented along all project.  
estrategias comunicativas usadas por  
ellos, las cuales facilitan el análisis de su  
habilidad oral concentrada en como ellos  
construyen sus propios discursos. De esta  
manera, este proyecto usa las mismas  
técnicas de recolección de datos como  
parte de las actividades de implementación  
hacia el análisis de la actividad oral de los  
estudiantes y las estrategias comunicativas.  
Introduction  
The present project has emerged from  
my pedagogical practice in the Language  
Centre and has been developed with  
intermediate level students, who make part  
of the conversational course. During the  
research process I observed that they realize  
the importance of English in their lives and  
they are really motivated and interested in  
the development of the course, because they  
have already seen previous English levels  
based on grammar and functions, and they  
have expressed their need to improve and  
practice their oral skill.  
Conclusiones  
El proceso investigativo mostro que los  
estudiantes toman siempre en cuenta  
sus conocimientos previos e intereses  
específicos para construir sus propios  
discursos, los cuales le brindan seguridad  
al hablar en Ingles. De la misma manera,  
el ambiente familiar creado por el docente  
permite una participación activa por parte  
de los estudiantes en clase, donde podemos  
apreciar y analizar sus avances realizados  
en sus presentaciones orales.  
In addition to that, if we see the oral skill  
place in the Colombian educative process,  
there is a lack of consideration of this skill  
into the English learning classes, because  
first of all this ability is uncommon live  
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out, the topics are not interesting and Justification  
sometimes the activities to practice this  
This proposal has been developed to  
skill are too limited, which motivates me  
to find other strategies to get the students  
close to the improvement of this ability.  
analyze all communicative strategies used  
in the oral performance of some of the  
intermediate level students. Looking for a  
Thus, there is no doubt that the idea way to overcome this situation, I consider  
of studying speaking skill and all the the analysis of different English speeches  
communicative strategies used by students made by the students and recorded on  
is useful and helpful not only for the video, can be a good way to study the oral  
English language learning but also, because performance and its communicative role.  
this study involves the communication and  
For instance, this project takes into account  
four different kinds of speeches, each one  
social interaction in different ways.  
Therefore, this proposal is focus on how of them with a specific organization and  
students build their own English speech way to do it, where students have to use  
through the use of different discourses, and their oral ability to manage information  
it is based on the descriptive research and and being effective to share it, at the  
its components, which is going to facilitate same time they practice and improve their  
the analysis of students’ oral performance pronunciation and increase their self-  
through the video recording and data confidence to talk.  
analysis taken from all the communicative  
In this way, this project is relevant for  
gears seen in each performance.  
the institution, first of all due to the  
Indeed, I consider every communicative fact that it provides a useful tool for  
act is full of meanings where students show  
registering, keeping and processing the  
how they talk and express their thought in language English performance of some  
a foreign language. In this way, I will take of the Language Center students; second,  
into account all the communicative patterns for seeing the students’ communicative  
they use while they are talking in English.  
progress through the video recording,  
where we can see their improvements  
in the Conversational course since their  
first oral presentation to the last one; and  
finally, because the pedagogical design  
will support the conversational group final  
project, where the students will show their  
English level to the other courses from the  
According to this, this project works  
on a critical description about all the  
strategies used by the students when they  
talk, and work on four main concepts:  
communication (verbal and non-verbal),  
performance  
analysis,  
communicative  
approach and media use, because these  
topics  
provide  
accurate  
theoretical Language Center through an oral final  
information to develop this research.  
presentation based on different kinds of  
speeches.  
In short, it is important to say this project  
and all its pedagogical design will promote Finally, I hope this project could be  
a real communicative language production meaningful for teachers and researches that  
and will help the students to improve  
might be interested in use this paper or some  
their speaking skill through different oral of its statements to get a general knowledge  
activities based on the reproduction of four about the English oral performance and  
different types of speeches, each one of communicative strategies, and could create  
them with a communicative objective and new alternatives to improve the students’  
a specific way to present it.  
oral skill.  
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Literature Review  
Problem Statement  
During  
intermediate students from the Language had been the central point in the language  
Center showed receptive attitude learning, but nowadays these studies based  
the  
research  
process,  
the During years, the English grammar studies  
a
towards all conversational activities made on the different learning and teaching  
in class, and through most of the oral approaches have been developed through  
interactions, I have seen they can handle the four communicative skills. As well,  
long conversations and give their point of the social linguistic factors and different  
view in a critical way, what makes me be migration process have increased the  
aware of the importance of proposing and  
languages studies focus on the way to teach  
promoting activities in which learners can and the way to learn.  
play an active role and can communicate  
Thus, this project will work on the  
analysis of the student’s oral performance  
constructionthroughthe descriptionoftheir  
their opinions and ideas by linking their  
own realities.  
On the other hand, they have expressed their oral ability and all strategies used by them  
desire for improving their pronunciation to communicate what they want to say in an  
and intonation to talk in a natural way, oral way, but before start talking about the  
and have expressed the importance of research made in this field, it is necessary  
English learning in their lives, because of to explain that the theoretical bases of this  
their job and studies opportunities, which project are focus on: verbal and non verbal  
means there is no doubt the students are  
concerned about their speaking process analysis performance and use of videos as  
looking forward their future plans. a technological resource.  
communication, communicative approach,  
At the same time, the conversational Verbal and Non-verbal Communication  
course gives to the students an important  
According to Ray Birdwhistell, the  
communication is “a negotiation between  
two people involved in a creative act  
where the emotions and other feelings are  
expressed from different ways”. At the  
same time, he says the communication is  
not only the verbal part, because as the  
and meaningful communicative space,  
where teacher can motivate them through  
different communicative activities to  
improve their speaking level and get high  
their self-confidence by the desire of  
exchange information in different ways.  
Thus, the current project has as a main sentences have meanings, the corporal  
objective the analysis of students’ speech movements also have meaningful effects.  
construction taking into account their  
Taking into account the oral language  
is one of the communicative ways more  
used by the human being, it is important  
appreciate the elements that enriched the  
oral communication, like gestures, kind  
of vocabulary, voice articulation, and  
audio-visual aids, all of these resources  
provide a better communication among the  
interlocutors.  
oral performance and communicative  
strategies by sharing information through  
different kinds of speeches. In this way  
they will practice their speaking skill  
and oral presentations in front of their  
own classmates and later to the students’  
community in the final project, while I  
analyze their performance and how they  
construct their own ideas to talk in public  
characterizing all the communicative roles  
used to interact in English.  
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Thus, the gestures started to be analyzed For example, the eyes determine what  
at the beginning of the 40 decade with people see, and the studies about the non-  
David Efron, who wrote “Gesture and verbal communication have demonstrated  
environments”, and who said the way to  
that the eyes movements also regulate  
speak always go with the way of gesticulate. the conversations (Davis, 1986: 89), an  
example of this could be when the eyes  
As Sapir wrote “people answer to the  
gestures with a special viveza, according  
to a code which is not written anywhere,  
movements work as a signal system that  
indicate the interlocutor’s turn to speak.  
which nobody knows, but everybody The hands are gestures that illustrate our  
understands”, that’s why we cannot study words. Most of the people have conscience  
the communication in separate ways, about the hands movements of other people,  
because it is an integral system that has to but they do not have it in themselves, it  
relate each communicative element to the means they ignore that the movements of  
interaction between two or more people.  
the hands contribute to understand better a  
message that was not clear.  
On the other hand, as the language is the  
ability that separates the human being from In this sense, the hands squeezed stronger  
the animals, some scientific have affirmed or when both hands play one with the other  
that the oral communication wouldn’t be is a symptom of tension. Also, when people  
possible without the non-verbal elements, use its hands to draw figures in the air, they  
elements that come from the culture and made this to underline or show what they  
make part of variables more meaningful say.  
than the verbal content, because through  
Edwar Hall, an anthropology teacher, was  
the first one in study the proxemics, the  
corporal space of the human being and  
he described it in his book called “The  
silent Language”. There, he talks about the  
the oral interaction we can see the changes  
in the pronunciation, the messages, the  
non-verbal behavior, and other variables  
that characterize a specific social group.  
At the same time, the communication has different distance and different postures.  
different communicative objectives such as  
The posture is the most difficult gesture  
to describe, Albert Scheffler discovered  
people imitate the corporal attitudes from  
the others, and they change of posture  
according to the situation, besides it is the  
clue to analyze the attitude and character.  
get a job, chat a little bit, ask for information  
and give a lesson, but it has different kind  
of people (friends, teacher, and colleagues),  
and situations (at home, at the office, at the  
park), where the oral communication plays  
a specific role to understand message and  
communicate ideas.  
The corporal rhythm according to William  
Condon, says the body human dances  
continually to the breadth of the speech,  
because each time someone speaks, the  
movements of its hands and his fingers,  
the movements of its head and all body  
movements coincide with this compass.  
Because of this, it is important to get the  
comprehension of all communicative  
elements, and provide the reader useful  
tools that facilitate him establish a good oral  
communication. In this way, I am going to  
describe the most relevant characteristics  
of some body parts that help to develop the  
communication, because all other gestures  
made by the people with any of their body  
parts are not fortuitous.  
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Communicative Approach  
8). There students develop socio-cultural,  
discursive, linguistic, operational and  
The communicative approach started as  
a fundamental contribution around the  
programs elaboration, and towards 70’s  
sets up the communicative competence  
as the principal objective in the language  
teaching through the development of  
linguistic skills.  
strategic competences used in different  
communicative acts.  
In this order of ideas, this proposal is going  
to take into account the communicative  
competence model proposed by Dornyei  
and thurell, and Celca- Murcia (1995).  
Socio-cultural competence  
Its learning vision is based on the  
experience, where the student is the central  
point. Also the objectives of this approach  
are:  
Discursive competence  
1. Communication: the communicative  
acts are real and propitious for the  
learning of a second language.  
2. Task: Meaningful activities that  
require the use of the second  
language.  
3. Meaning: it has to be something  
meaningful for the learner, it  
facilitates the educative process.  
The previous graphic shows the five  
different  
competences  
used  
in  
the  
communicative act, where the linguistic  
competence makes reference to the  
The communicative approach depends of  
the nocio-functional programs and criteria  
attached to the contents and functions, and  
the teacher’s figure who motivates and  
contributes to the process improvement.  
Also, it goes beyond the sentence limit and  
use the communicative methods that works  
the language in a discursive level, taking  
into account pragmatic and socio-linguistic  
criterions focus on the communicative aim  
according to the context.  
syntaxes,  
morphology,  
lexical  
and  
phonologyofthelanguage;whilethesocio-  
cultural competence is the knowledge  
and use of polite forms of the language;  
and the operational competence is the  
capacity of producing and appreciating  
a communicative intention through the  
execution and interpretation of a speech  
act. These competences help to develop  
the discursive competence, which makes  
reference to the discourse that a speaker  
can produce in a language and facilitate  
the development of the other competences.  
And at the end of this graphic, we find the  
base of the competence’s triangle, referred  
to the strategic competence, a whole of  
skills used to solve problems or redeem  
deficiencies in the other competences.  
(Cfr. Diaz: 2003, 64-65)  
On the other hand, the communicative  
approach has its theoretical bases on the  
micro-linguistic  
and  
macro-linguistic,  
the first one makes reference to the  
study of the language as a code; and the  
second one makes part of the social and  
psychological study of skills, as a source  
of social interaction. (Cfr. Sawas: 1986,  
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Afterward, these competences improve Performance Analysis  
with the help of the communicative abilities  
Since many years ago, there have been  
or skills: those are listening, speaking,  
writing and reading. These skills involve  
an active vision among them, because if  
someone wants to speak fluently first has  
to listen to, and if someone wants to write  
in a good way first it had to read before.  
As a result, the communicative approach  
allows the students to ask information,  
to express their ideas and their opinions  
and, they can discover the answers by  
themselves (Sawas: 1986, 9). Besides, the  
communicative approach considers the  
students’ needs, teachers determine what  
kind of situation is going to be presented for  
creating the communicative atmosphere,  
and this context has to be common for  
children. As well, teachers have to keep in  
mind the student’s age, their social context  
and the previous knowledge of the topic  
(Cf. Sawas: 1988, 9).  
several studies that tried to analyze the  
differences and similitudes between the  
mother languages and the target language,  
and different scientists have made models  
that represent the phases in the second  
language process.  
Thus, it appears the error analysis at the  
end of the 60’s, inspired in Chomsky’s  
theory which studies the errors made by  
the learner when he uses a second language  
with a principle where the mistakes makes  
part of the learning process and this is the  
only way to learn, where Pit Corder says:  
“If the nature and the quality of the mistakes  
do not give an exact measure about the  
second language knowledge, this gives us  
an important source about the knowledge  
nature” (1973:254).  
Thus, in this project the teacher selects  
four videos each one of them based on a  
different kind of speech, to see an example  
and then reproduce the same speech with  
a different topic, because through the  
videos they can listen and then produce  
oral performances where they will improve  
their speaking level.  
And these errors are classified into two  
groups; the first one influenced by the  
mother language, and the second one,  
which has other causes, like the over  
generalization, hipper correction, meanings  
expression and simplification. In this  
sense, the error is learning prove, where  
the student makes hypothesis about the  
organization and configuration of elements,  
and deducing and applying structure rules  
to the communicative performances.  
In order to analyze the oral interaction in  
intermediate student from the Language  
Center, this proposal is going to use the  
ethnographic observation and the recording  
of videos as sources for recognizing the  
communicative competence in speaking  
performance. As a result, the objective of  
EFL learning will be the uses of verbal  
and non-verbal communicative strategies  
to communicate their own point of view  
and get confidence in their self through the  
oral interaction based on speeches where  
they acquire the knowledge to inform, give  
directions, demonstrate and convince their  
interlocutors.  
Then, it comes the performance analysis  
that studies the student’s competence  
through the global linguistic performance,  
paying attention to what is able to say and  
do with the target language not only the  
errors that makes.  
Nowadays, the research is determined by  
the discourse analysis, which appears as a  
result of a need of working not only in the  
student’s performance also see proves of  
the language he receives.  
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This model tries to find out the relation  
linguistics factors that find out which type  
of register should be used in different social  
situations, for example it is going to be  
different the linguistic expressions used in  
a formal that in an informal conversation.  
between the input (come from the teacher or  
materials) and the forms and development  
of his Interlingua and all stimulus he  
receives and listens, that implies someone  
to listen to, answer to and someone to  
communicate with.  
On the other hand, and attaching the use  
of video with the speech analysis, for  
Thus, the most important part in the Hick (1982:95), the video “can present  
discourse analysis is the conversation discourse features such as the organization  
analysis that implies a negotiation and of information in a speech with hesitations,  
meaning construction, where all the pauses, repetition, restatements, among  
communicative strategies used in the oral others”, where it can demonstrate common  
interaction are analyzed in this kind of behavioral aspects of communication as  
model and also takes into account variables the appropriateness of reactions among  
as age, aptitude, motivation, attitude, negotiations.  
personality and cognitive style to make a  
deep speech analysis.  
The video scenes can be used as samples to  
explain different aspects in communicative  
situations. Goodman (1985: 80) sees the  
advantage of video in its “capacity to repeat  
endless and without alteration the same  
linguistic data: and that students’ attention  
can be directed to different aspects of  
communication with each view”.  
Media: Use of video in the classroom  
The technological advances in the recent  
years have made teachers consider the use  
of this new technology in their classes,  
which has been nowadays a fundamental  
aid in the learning process, and most of the  
language teachers have started bringing On the other hand, there are some  
new equipment to the classrooms in order limitations we should take into account  
to create innovative teaching and learning before introduce this tool in the classroom,  
strategies.  
like:  
In this sense, video is one of these  
technological tools that have been used by  
most of the English teacher since few years  
ago, where this audiovisual aid provides a  
real language example for the students.  
1. The face to face interaction is  
not possible due to the nature of  
the video produce for a distant  
audience  
2. Some viewers watch videos for  
relaxation and entertainment and  
not as a teaching aid.  
As Bouman says about the video use  
(1986:14) “it presents language being used  
in all its aspects “grammar, vocabulary,  
communicative functions, pronunciation  
andintonation”whichmeansthat,thevideo  
facilitates the language learner to develop  
awareness about the English language in  
use and facilitating the comprehension of  
native American speakers.  
3. The video could become passive if  
teacher doesn’t have an objective  
and provide students with an  
accomplish activity.  
Even though the video has some limitations,  
it also has some advantages that have to be  
used in an appropriate way because this  
tool brings to the classroom real speakers  
At the same time Bury (1993) says that the  
characteristics of the video provide socio-  
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Project’s stages  
immerse in a spontaneous speech, which  
has frequent pauses and overlaps.  
As this project is based on the descriptive  
research (Briones, 1998), it is important  
follow its investigation’s way, for instance,  
the phases taken into account in this  
process will be: observing, collecting data  
and analyzing.  
Thus, it is important to create new strategies  
that show students an idealize way to speak  
in English based on the comprehension and  
real production that they make themselves.  
Research Design  
Type of research  
First of all, the observation process will be  
done by the teacher, where the field notes  
are the most important tool in this phase,  
because through them the training teacher  
will analyze the students’ actions and  
attitudes towards the English learning and  
oral production.  
This project is focus on the descriptive  
study, according to Guillermo Briones, this  
kind of studies is focus on the representation  
of the object studied through the language,  
explaining different parts, qualities or  
circumstances.  
After the observation, comes the collecting  
data phase, where the interview will  
be an extra resource to try to identify  
personal interests and motivations toward  
the learning English and the oral skill  
development. On the other hand, the  
organization and analysis of the field notes  
will help in the design of the strategy that is  
going to be use in the study of the students’  
oral performance.  
Thus, the main point of the descriptive  
research is establishing criteria in order to  
select the elements that will be the main  
research exes to systematize the pertinent  
information and present it. At the same  
time, the descriptive research has two  
modalities the quantitative and qualitative,  
but taking into account the objective of  
this proposal, this project is going to be  
based on the qualitative research analyzing  
in detail following the previous literature  
review using the ethnographic instruments.  
At the same time, it is important start  
constructing the literature review, which  
will support the conclusions of this  
project. And while the characterization  
of the oral skill performance is done, the  
activities created by the teacher will be the  
mechanism to do a deep study about how  
the students communicate in English and  
all of them will be recorded in video.  
Moreover, the object of study will be the  
analysis of student’s speech construction,  
exploring in a deep way all their speaking  
process and characterizing it through  
verbal descriptions, where I am going to  
talk about the setting, main features and  
analysis of the phenomenon observed,  
using the ethnographic field notes and  
the selection of variables guide by the  
theoretical information.  
Through the information collected in  
field notes, interviews and videos, it is  
possible to find some specific categories  
and subcategories that help to build the  
data analysis, and from this analysis I can  
get conclusions and answers, that act in  
response of the questions proposed by this  
project.  
Thus, this research does not find out  
a solution for a problem, this research  
explores the nature of the speaking process,  
knowing where their ideas come from and  
how they use the language to communicate  
their ideas.  
This project takes place in the Language  
Center, an eight floor building and a  
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branch from the National Pedagogical live kind of far away from the Language  
University, located in Chapinero’s locality, center what makes difficult their arrived to  
in the address Calle 79 # 16 -32, Heroes class on time. The students are all women,  
neighborhood.  
and most of them are students, others are  
housewives.  
The Language Center is an academic  
community for the foreign language Now, taking into account their principal  
learning and aimed to different ages reasons to learn English, they said the  
and genres, but most of its students are principal reason is because they really  
teenagers and adults. This institution like the English, and they understand the  
has different level programs, and offers important meaning in their future carries  
weekdays and Saturday schedules, which or travels to other places where the first  
are available during the whole day, giving spoken language is English.  
the students a big chance to get the most  
convenient for them.  
According to the activities done during  
the free time, most of them prefer watch  
The mission of this center is to consolidate TV, listen to music and go to the movies.  
an academic community who contribute Activities related to the listening and  
to the social and cultural development visual features. In the last place, we find  
of the country through the diffusion and  
the reading, studying and sleeping as the  
develop of academic programs focus on leisure activities more common.  
the knowledge of the foreign languages.  
Now,  
the  
question  
related  
to  
the  
The vision is to be able of answering to the  
education necessities of the country and the  
formation of the excellent speakers, for this  
reason the emphasis is done on developing  
communicational and cultural skills.  
improvement of one of the skills, most of  
them chose speaking and writing, while the  
other ones choose listening and reading.  
To work in groups, they like better work in  
pairs, and the activity the like the most is  
On the other hand, this area is known for make conversations and watch videos.  
different technological centers. Around  
Collect data techniques  
the building, there are many computer  
enterprises, shopping centers and bank  
branches, and its main public is adult.  
The current project is using two main ways  
of collecting data in order to have specific  
information, and obtain a satisfactory  
analysis of each project’s phase. In this  
Population  
The conversational group is composed by sense, the techniques used are:  
six students, all in an intermediate B1 level  
The field notes  
accordingtoanonlinetestappliedonaugust  
10th in the web side www.examenglish.  
com from Cambridge. This exam evaluates  
and describes the level according to the  
common European framework reference.  
The field notes are events descriptions,  
written in a relatively factual and objective  
style, focus its description on who, what,  
where, when, how and why questions  
(Burns, 1994). They might include non-  
verbal information, physical setting, group  
structures and conversational expression  
used in the classroom, and interactions  
among the other participants. The field  
On the other hand, the students’ age has a  
wide range, because there are five students  
from 16 to 20 years old, and there is another  
one who is 56 years old. According to the  
personal interviews, most of the students  
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notes (Porlan, 2000. Pages 39-40) are useful In this order, the project will be based on  
for describing, analyzing and evaluating short presentations that will be recorded on  
scholar reality, because on it you can find video to see and appreciate the verbal and  
the register of a continuous process that non-verbal communicative strategies used  
let the teacher make constructions and during the communicative process.  
hypothesis about this process written on it.  
In addition to that, the pedagogical design  
The video recordings and transcriptions  
will work with the task-based learning,  
where the tasks will be based on a specific  
type of speech, will follow the order of its  
characteristics and will point to the purpose  
of each one of the speeches. In this case, for  
every task, each student is given a different  
set of information that has to be presented  
in different ways, while their partners make  
part of the information exchange and a  
fundamental part in the oral presentation  
through communicative interaction with  
the speaker.  
In this project the video recording is used  
to recognize the oral skill performance  
of each student, at the same time the  
teacher identifies attitudes, influences and  
main features when the talk in a foreign  
language, identifying the communicative  
strategies used by them.  
Thus, the video will work as a collecting  
data technique and as the implementation  
process, describing the oral performance  
and analyzing the communicative situations  
settle to develop the proposal through the  
creation of four different speeches with a  
different subject.  
Thus, there will be brief instructions given  
by the teacher to know how to do each  
speech and the rules to do it as the time  
control and visual aids. Simultaneously,  
students will have plenty of time to prepare  
and present their topic through a specific  
speech, and at the end of each presentation  
teacher will give a feedback to each student.  
Here you can see the schema created to  
follow the process.  
Also, the transcriptions of each video  
will be used to analyze the verbal and  
non-verbal communication, through the  
hesitations, the pauses and the repetition of  
elements along the discourse.  
Pedagogical Design  
Description  
First of all, it is necessary to say that the  
activities that compose this pedagogical  
design also make part of the data collecting,  
instruments that support the analysis of  
the oral performance and structure the  
implementation.  
Inthissense,toanalyzetheoralperformance  
of intermediate level students, this research  
will work with four different kinds of  
speeches: the informative, the layout, the  
demonstrative and the persuasive speech,  
in order to simulate different situations  
students have to deal with.  
Objectives  
These activities are intended to encourage  
independent learning and to point the  
students’ difficulties around their oral  
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performanceandtheoralskillimprovement.  
At the same time, the task-based has a task  
schema, and according to Giovanninni  
(1999), the global task structure is  
composed by:  
As general objectives, the activities based  
on four basic types of speeches are made:  
General objective  
1.  
A final product or a  
work result. It has to be something  
observable like a text, a video, a  
mural, a debate, among others.  
•
To  
develop  
a
communicative  
competence through the management  
of different kind of discourses in the  
conversational group of the language  
Canter.  
2.  
Materials  
that  
proportionate information, stimulus  
and ideas to complete the task.  
Specific objective  
3.  
Topic or ambit: It could be  
the same product but has different  
topics depending on the students’  
interests.  
•
To involve students in an interactive  
and meaningful space focus on the  
communicative competence as  
social vehicle in the oral interaction.  
a
4.  
Activities: It is the task  
development.  
Methodology  
5.  
Contents:  
since  
the  
This proposal is going to be focus on  
the Task based learning; a pedagogical  
methodology developed in the 80’s and  
based on the communication and process  
through tasks. It appears as a renewal option  
derivate from the communicative approach  
which became a famous learning method  
with fundaments as: take of decisions and  
negotiation, two elements that come from  
the student.  
linguistic system, it is all the  
linguistic elements necessary to  
complete the task, as vocabulary and  
intonation.  
6.  
Agents: people who is  
going to do the task, if it is in couples  
or individually.  
On the other hand, the activities will  
follow the previous elements and  
will bedone according to the next  
order.  
David Nunan, is one the most important  
defenders of this research who says this  
kind of research goes from the particular to  
the general belongings and defines the task  
as “one part of the class work that makes  
students understand, manage, produce  
and communicate in the target language,  
focusing their attention on the meaning and  
not in the form” (1989:10).  
1.  
Teacher gives an example  
of each kind of speech, this will be  
on video and the oral interaction will  
be through questions.  
2.  
Students select a topic  
for each speech, starting with the  
informative and then with the others  
ones.  
In this way a syllabus guide by the task-  
based has to take into account next  
questions: What objectives they want  
to reach, what contents will have the  
program, what kind of activities will be  
use and how it will be evaluated.  
3.  
Students  
prepare  
the  
visual aids and other elements to  
work with. Show to the teacher the  
ideas and way to do it.  
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4. Students  
present  
their the intermediate students. Thus, and  
speech in a creative way and make  
an activity to interact with their  
partners.  
taking into account the process developed  
through the descriptive study, I observed  
and identified one main category that let  
me analyze and understand the students’  
speech construction.  
5.  
Teacher  
evaluates  
the  
presentation and gives a feedback.  
Likewise, the data analysis was divided into  
two patterns which emerged from the data  
collecting instruments and implementation  
activities, where the previous knowledge  
is presented as main category found it in  
the research process and facilitate us to  
regard how the students oral performance  
is portrayed their speech construction  
recorded on video through four different  
kinds of discourses.  
Implementation Activities  
The implementation activities are based  
on videos, which were used a collecting  
data technique to analyze how the students  
construct their speech, their ideas and  
know where they came from and how they  
socialize them.  
Thus, the activities are going to be based on  
four different kinds of speech (informative,  
layout, demonstrative and persuasive),  
which I selected taking into account  
their use in the real life and they fix into  
the model of a learning English process  
because of their communicative functions.  
Also I picked them up because they can be  
organized and presented from the easiest  
one to the most difficult according to the  
performance elements and exigent grade.  
In this sense, when analyzing students’oral  
performance through the implementation of  
video speech recording and data collecting  
activities such as the field notes and video  
transcriptions, it is evident there are some  
repetitive features along all process, which  
were analyzed and organized in patterns  
that give details about useful elements in  
the oral communication construction.  
In this sense, it is relevant to say one of the  
most common aspects among learners is  
the relations or associations they establish  
between the new knowledge and their  
prior one. In fact, all the time students  
use their past and social background for  
understanding the new knowledge they are  
getting to and facilitate them to interact  
with other. Thus, the following two spheres:  
Communicating ideas through personal  
experiences and Interacting according their  
personal interest will explain the previous  
knowledge as the main category found in  
this research process which characterizes  
the students´ oral speech construction in a  
foreign language.  
Thus, the first three speeches are going to  
be done individually and the last one that  
makes reference to the persuasive speech  
will be done in groups of three.  
Data Analysis  
In this part, I present the analysis of data  
gathered from study of oral performance  
and communicative strategies used by the  
Conversational group at the Language  
Center, through the analysis of four  
different speeches recorded on video.  
In this way and in order to reach the  
objectives and answer the questions  
proposed in the project, it was fundamental  
to analyze the field notes, video’s  
recording and transcriptions as well, for  
finding new interesting aspects around  
all communicative features handle by  
Likewise, the main pattern makes reference  
to the constructions of ideas taking into  
account their personal experiences and  
how the use of this kind of examples  
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facilitate their oral participation in class;  
about their experiences, like:  
Luz Marina had traveled to  
New York with her son and  
Alejandra traveled to Florida  
in a girls trip when she was  
15”. (See field note # 1)  
while the second pattern refers about how  
the personal interests related to their way  
to life influence their learning process and  
contribute to the oral skill improvement.  
a.  
Communicating ideas through their  
social and personal background.  
“I use regular tomatoes, but  
the real Caesar salad uses  
cherry tomatoes, that are the  
small ones and are really  
delicious. Also when I prepare  
this salad, my son loves the  
vinaigrette and put it a little  
bit of vinaigrette on the top”.  
(Video transcription)  
At this point, the first feature set up in the  
field notes and video transcription was the  
communication of ideas considering their  
social and personal background, which  
refers to the construction of thoughts  
taking into consideration their individual  
or collective experiences live in different  
moments, because this represents a  
previous knowledge came from the At the same time, another kind of example  
relationship between student and his is the personal anecdotes to create new  
context, which gives several meaningful sentences relating to the topic seen in the  
elements to talk about and allows student explanation and the oral exercises.  
to construct their own speech in a foreign  
“When they were giving the  
examples according the topic  
of the day Such as and So...  
That. They used sentences  
like: The class is so exciting  
that I will learn a lot; my  
classmates are such a great  
people; my boyfriend was  
so boring that I left him,  
my husband is such a great  
lover. They laughed a lot  
in class, because they used  
personal examples, including  
relationships and personal  
anecdotes” (See field note #  
3)  
language based on known elements for  
them.  
In this sense, Ezana Habte affirms  
“students tend to learn more when they  
are able to share aspects of their personal  
life” (Gabr, 2007), and this situation was  
live out in several English sessions where  
students used their personal anecdotes to  
illustrated a knowledge in an oral way.  
In the light of this, we can see this  
situation clearly in next field note  
quotations and video transcription. In this  
first example some students told us about  
their experiences lived in different places  
in the United States and in the second one,  
a student tells about how she prepares a  
recipe in her house:  
“In this case, we are gonna  
use next expressions to make  
.. to fold the paper following  
the expressions that I said  
you before. So, we have to  
take this corner and fold it  
up and then flap it and do the  
same with this corner” (video  
transcription)  
“When I showed them the  
pictures, they opened their  
eyes what made me think  
they were really exciting to  
talk about that, so they talked  
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In this way, it is clear students use previous  
concepts to build complete sentences  
comfortable when they talk to  
me, because I’m friendly and  
understanding according to  
them, and also because I don’t  
interrupt their speaking, I just  
let them talk and at the end I  
give them a feedback and give  
them the advices to improve  
which carry  
according  
a
specific meaning  
to students’ experiences.  
Moreover, when they include personal  
events in their speeches facilitating  
their  
to  
oral  
the fact they  
performance  
d u e  
know a n d  
feel comfortable talking about it.  
their  
oral  
performance,  
which makes me think about  
In this point, all aspects which involved  
personal events are relevant in the foreign  
language learning due to the supporting  
process that give this kind of  
their confidence when they  
communicate  
their  
ideas  
to a familiar person who  
doesn’t criticize their oral  
participation” (see field note  
# 5)  
examples,  
because  
students  
will  
always want to talk about their family  
background or cultural references, even  
about silly personal situations they had  
have to deal with. For this reason, I  
can say the use of personal experiences  
as a topic to create different activities is  
and will be the most used effective strategy  
for enhancing learning and oral interaction  
among students.  
Moreover, the space given by the teacher  
for interacting in a familiar way is  
presented here:  
“Ok, today I’m going to  
talk about how to prepare  
a cocktail, and as we are  
between friends, I will use just  
a little bit of alcohol because  
it is not allowed but anyways  
we know a cocktail is not a  
cocktail without it” (video  
transcription)  
Likewise, it is also interesting to see that  
students feel more comfortable when their  
teacher allows the oral interaction based  
on an understanding and friendly class,  
because they feel free to express their own  
opinions and ideas without limitations, such Thus, we can appreciate students are not  
as Habte, who says again, that “students shy when they are in a pleasant space to  
tend to establish strong relationship with talk, and they start taking risks in their  
teachers, who creates a familiar space to oral interactions focusing on the meaning  
speak about their own experiences” (Gabr. and not in the form or grammar structures,  
2007).  
which facilitates their oral fluency and oral  
skill improvement.  
In the light of this, the next example  
shows us the previous situation:  
In this sense, the oral speech construction  
developed by the conversational group  
was characterized for a familiarity context,  
because I could see they made a strong  
friendship inside and outside the classroom,  
even they tried to share their personal  
interests with their own classmates and  
all of them were participative and showed  
a respectful attitudes toward different  
believes and way to think.  
“They really did an excellent  
work, and they expressed they  
will try to get better through  
every activity. On the other  
hand, they seem happy in the  
classes and they ask me for  
more exercises. At the same  
time, they express they feel  
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b. Personal Interests: Cultural symbols  
used to interact in English  
people create different figures  
folding papers, as we will see  
today” (Video transcription)  
There is no doubt the non-verbal elements  
make part of the communication and in  
this case other kind of non-verbal acts  
composed the oral speech construction,  
specifically the use of symbols that express  
their living style and way to think which is  
represented through specific topics related  
to their personal interests.  
In this sense, we can see that in a conscious  
way they decided to choose their own  
topics, related to important elements in  
their life, because most of their speeches  
were made based on the same subject, the  
religion and the Japanese Culture. The  
first one expressed through their bible  
quotations, as we can appreciate clearly in  
next extract, where she said:  
In this way, those symbols guided their  
oral performance since they seem more  
confident when they talk about a topic  
known by them. Thus, each student based  
her speeches in something near to their  
thinking way, as the next quotations affirm  
it.  
“Ok hello my name is Marina  
Pinto we are preparating  
Caesar  
Salad, ehh but first the word  
bible said at 11:9 I was in  
the city of Joppa praying and  
in a France. I saw a vision. I  
saw something like a large  
sheet being let down from  
heaven by it’s four corners  
and it came down to where I  
was. I looked into it and saw  
four footed animals of the  
earth wild beasts, reptiles and  
birds of the air, then I heard a  
voice telling me “get up, peter  
kill and eat; I replied “surely  
not Lord. Nothing impure or  
unclean has ever entered my  
mouth. The voice spoke from  
heaven a second time “do not  
call impure that God has made  
clean”. (Video transcription)  
“Luz Maria started the class  
reading God’s word, taken  
from one part of the bible and  
she did the relation between  
her demonstrative speech and  
the Lord’s word.  
Then, she prepared all her  
tools and started the Caesar  
salad preparation. On the  
other hand, Sandra made her  
demonstrative speech about  
how to do figures in origami,  
she gave us two papers from  
different colors to start folding  
and giving a shape to a plain  
paper” (see field note # 6)  
The same was observed in the next video  
transcription, where it is evident one of the  
students is interest in the Japanese cultural  
elements.  
The same is described in some field notes,  
where one of the students always read the  
God’s word to emphasize her beliefs and  
let us know everything she does has to be  
related to Jesus:  
“As you know, I love all  
Japanese things and “manga”  
designs, for that reason I  
decided to show you an  
interesting practice in Japan  
known as Origami, where  
“Luz Maria started the class  
reading God’s word, taken  
from one part of the bible and  
she did the relation between  
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her demonstrative speech and  
the Lord’s word.” (See field  
note # 6)  
remarkable aspects found in the field notes  
and video reproduction. In this sense, the  
categories established as main patterns and  
the interactions observed in all English  
sessions, allow me to explain how students  
construct their own speeches in an oral way,  
where the personal background and main  
interests related to cultural dimensions are  
the most important findings in this research  
process.  
Thisisobservedinmostoftheperformances,  
where the personal experiences and  
thoughts related to a specific ideology or  
point of view were always present in their  
speeches, which can be interpreted as a  
sign of an internal process where students  
use the target language to communicate  
their own ideas to others as they do in their Thus, the patterns analyzed beforehand  
native language in order to interact based make reference to the previous knowledge  
on social and common subjects.  
and personal interests as main factors  
that provide a mental resource to interact  
in English, but through this analysis I  
can say that students construct their own  
conceptions about their own realities and  
took them as interesting topics to talk  
about in class, facilitating them to interact  
and make other interpretations about it in a  
second language. Moreover, these personal  
constructions emerge from the interaction  
between the individuals and their context,  
where the individual who interprets his  
realityisthesameonewhoreconstructstheir  
speech based on his previous knowledge  
and tries to communicate it in a second  
language, based on their own cognitive  
and social knowledge construction which  
enriches their oral skill improvement.  
In this sense, we can identify a common  
characteristic  
in  
the  
conversational  
group, where students mixed their beliefs  
through their own speech practice, doing  
the same along all the process picking  
up a topic related to their interests and  
more comfortable to deal with. Thus, the  
previous knowledge of students has a  
fundamental role in their learning process  
because students recognize subjects and  
topics that come from their own interest  
which make them feel identified with it and  
facilitates their oral performance as well.  
In the light of this, it is important to  
conclude saying students tend to consider  
their background knowledge in different  
ways, from their grammar knowledge to  
the organization of information taken from  
their cultural dimensions, which show a  
general comprehension about their reality  
and allows the interaction as an active  
process of learning where students create  
new forms to participate and share their  
beliefs in an oral way.  
Thus, these personal constructions are  
based on an experiential exercise, where the  
student and his previous knowledge are the  
main parts of the process, having a specific  
type of representation according to their  
realities and cultural dimensions which  
is presented from different ways through  
their oral skill performance. In this sense,  
what I had exposed until here is supported  
by Rodriguez Maria (1999), who says  
people have a declarative and a practical  
knowledge, where the first one makes  
reference to the concept’s description;  
while the second one corresponds to the  
application of that declarative knowledge.  
Thus, if student has a huge variety of  
declarative knowledge, it will be easier  
Conclusions  
The  
conversational group of the Language  
Center through the data collecting  
process  
developed  
with  
the  
techniques and implementation of video  
recording following a task-based approach,  
had as a result the analysis of the most  
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Analyzing students speech construction through their recorded videos  
but at the same time more complex the proposed in this research considerate the  
production and organization of them in an communicative approaches, where the  
oral way.  
most important element is the development  
of communication related to the contact  
In the light of this, it is possible to affirm the  
previous knowledge is a representation that  
emerges from all communicative actions  
done by students because the declarative  
with  
others  
based  
on  
meaningful  
interactions that allows the construction of  
new knowledge.  
knowledge and the practical one can be At the same time, this proposal supported  
seen through all their interactions, since the process developed in the last level  
they selected their own topics, they have offered by the Language Center as a result  
a strong concepts’ appropriation and show of work done with the students, because  
confidence when they talk about something from the video recording presentation  
known for them and makes part of their  
beliefs and cultural interests as well.  
and manage of different speeches was  
developed the final project, where  
each student had the opportunity to  
choose once again a topic and a kind of  
discourse, which had to be prepared and  
presented in front of the Language Center  
community members. Thus, this process  
showed the students’ oral improvement,  
because they were able to construct a real  
communicative skill immerse in a process  
based on tasks where the final product was  
the final oral performance counting with  
other spectators from the same institution,  
where students showed a spontaneous oral  
performance taking into account an earlier  
organization.  
In this sense, learners established different  
meaningful constructions through the  
activities based on the reproduction and  
recording of different discourses, process  
that let us understand that the previous  
conceptions, own interests and cultural  
topics are the most important resources in  
the oral interaction where teacher supports  
their speaking process taking into account  
their needs and points of view.  
Implications For Further Research  
According to the previous considerations  
and all process developed along this  
On the other hand, this study could be  
considered as a starting point to go beyond  
a descriptive research and set up an  
explicative one, generating new teaching  
options through the creation of new and  
more complex communicative situations  
to keep analyzing the previous knowledge  
under a deeper cultural dimension. In  
this sense the oral skill analysis from a  
cultural aspect could be an innovative  
study field, where would be interesting  
start a research process taking into account  
the effects caused by the cultural changes  
in the learning student environment and  
educative process. Thus, the contact  
between different cultures and new social  
ideologies could involve unknown aspects  
in the development of the oral skill and  
the communicative competence in general  
semester  
with  
conversational  
group  
from the Language center, this proposal  
was helpful due to the fact the oral skill  
performance has not been studied a lot from  
a pragmatically way because most of the  
found studies showed the oral skill under  
a linguistic conception. Thus, this kind of  
research is necessary in a foreign language  
learning process, because teachers can use  
next statements to analyze other teaching  
methodologies based on how students’  
learn a second language.  
Inthisway, theycanfocustheirpedagogical  
practice  
methods, stopping a grammar education  
in the foreign language education and  
learning process. Thus, the activities  
on  
communicative  
teaching  
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Ingrid Jhoana Nomesque Morales  
where it would be necessary start a new  
research process.  
Rodriguez Mono, María, conocimiento  
previo y cambio conceptual. Ed. Aique.  
1999.  
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