CHILDREN´S SONGS AND THEIR INCIDENCE IN THE BASIC VOCABULARY OF THE ENGLISH LANGUAGE OF 8TH GRADE STUDENTS FROM "MANUEL ESPINALES SANTANA" SCHOOL, EL CARMEN CITY, MANABI PROVINCE, PERIOD 2016 2017

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(1)UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ EXTENSIÓN EL CARMEN. CAREER IN LANGUAGES-ENGLISH MAJOR Creada Ley No. 10 ± Registro Oficial 313 de Noviembre 13 de 1985. RESEARCH WORK. Prior to obtaining the Bachelor Degree in Languages ±English Major.. CHILDREN'S SONGS AND THEIR INCIDENCE IN THE BASIC VOCABULARY OF THE ENGLISH LANGUAGE OF 8th GRADE STUDENTS FROM "MANUEL ESPINALES SANTANA" SCHOOL, EL CARMEN CITY, MANABÍ PROVINCE, PERIOD 2016-2017. DIANA CAROLINA BARRETO ANDRADE AUTHOR:. DOLORES VIVAS ORTEGA, MSc TUTOR:. EL CARMEN, JUNE 2017.

(2) 78725¶6 CERTIFICATION The undersigned, Tutor of thesis of the Laica "Eloy Alfaro" University, Extension El Carmen, CERTIFIES: That this research work has been closely monitored and reviewed on: CHILDREN'S SONGS AND THEIR INCIDENCE IN THE BASIC VOCABULARY OF THE ENGLISH LANGUAGE OF 8th GRADE STUDENTS FROM "MANUEL ESPINALES SANTANA" SCHOOL, EL CARMEN CITY, MANABÍ PROVINCE, PERIOD 2016-2017, which is ready for presentation and suitable for defense. The opinions and concepts expressed in this thesis are a product of the work, perseverance and originality of its author: BARRETO ANDRADE DIANA CAROLINA being her exclusive responsibility.. El Carmen, May 2017. Lic. Dolores Vivas Ortega Tutor. II.

(3) DECLARATION OF THE AUTHOR I BARRETO ANDRADE DIANA CAROLINA, with Identity Card No. 1311051807, I am responsible for the ideas, doctrines, results and alternative guidelines made in this research that has as its theme: CHILDREN'S SONGS AND THEIR INCIDENCE IN THE BASIC VOCABULARY OF THE ENGLISH LANGUAGE OF 8th GRADE STUDENTS FROM "MANUEL ESPINALES SANTANA" SCHOOL, EL CARMEN CITY, MANABÍ PROVINCE, PERIOD 2016-2017, and the intellectual property of the research work belongs to the Laica Eloy Alfaro University extension in El Carmen.. El Carmen, May 2017. Barreto Andrade Diana Carolina AUTHOR. III.

(4) UNIVERSIDAD /$,&$³(/2<$/)$52´'(0$1$%Ë EXTENSIÓN EN EL CARMEN CAREER IN LANGUAGES-ENGLISH MAJOR Creada Ley No. 10 ± Registro Oficial 313 de Noviembre 13 de 1985. APROVAL OF RESEARCH WORK Members of the examining court approve the investigation report, about the topic:. ³&+,/'5(1 6 621*6 $1' 7+(,5 ,1&,'(1&( ,1 7+( %$6,& VOCABULARY OF THE ENGLISH LANGUAGE OF 8th GRADE STUDENTS FROM "MANUEL ESPINALES SANTANA" SCHOOL, EL CARMEN CITY, MANABÍ PROVINCE, PERIOD 2016-´ of its author DIANA CAROLINA BARRETO ANDRADE, pre graduated student of Science Education career, Specialized English.. El Carmen, May 2017. Dolores Vivas MSc. TUTOR. PRESIDENT OF THE TRIBUNAL. MEMBER OF THE TRIBUNAL. IV.

(5) DEDICATION Success is about getting what you want. Happiness, enjoying what you get. - Henry Ford This achievement that I have achieved I want to dedicate it first to God for being the one who gave me life, my parents for all the effort they have done for me, my husband for being my support and life partner, my brothers, Friends and all the people who have always supported me, I say a thousand thanks, this goal achieved I have the joy and the pleasure of sharing it with you.. Diana Carolina Barreto Andrade. V.

(6) ACKNOLEDGMENT When gratitude is absolute, words are superfluous. First of all, I want to thank God for giving me the gift of wisdom that he has poured out on me. To the Laica "Eloy Alfaro" University for granting me a superior education of quality and warmth and for allowing me to have acquired much knowledge that will be greatly aided throughout my life as a professional. To my tutor, Lic. Dolores Vivas Ortega, who with her wise knowledge knew how to guide me and guide me in the elaboration of this research work, helping me to fulfill the proposed goal. To the teachers of this prestigious institution, because thanks to them I was able to acquire and enrich my knowledge.. Diana Carolina Barreto Andrade. VI.

(7) ABSTRACT The present research entitled "Children's songs and their incidence in the basic vocabulary of the English language of 8th grade students from "Manuel Espinales Santana" School, El Carmen city, Manabí Province, Period 2016-´; It is analyzed if the Children's songs contribute in the development of the basic vocabulary in English in the students; For which it was proposed as a general objective to determine the incidence of Children's songs in the basic vocabulary of the English language. This research is framed within the qualitative approaches oriented towards an exploration field and descriptive. The techniques used in the collection of the information were the scientific reading to obtain theoretical information based on the variables; The interview was applied to the director and teacher of the area of English, the survey and the observation applied in the students, with the information obtained statistical and percentage analysis was carried out, where the result was the lack of basic vocabulary in English in Students of the eighth grade parallel "A"; Also the scarce use of didactic resources that reflects a traditional teaching used by the teacher. All these are factors that affect the basic vocabulary of the English language; If a correct and regular use of kids songs will create a pleasant atmosphere, the student will be interested and motivated in interacting actively in the class, concludes proposing as a proposal: Design of a children's songbook with interactive cd, to develop the basic vocabulary in English; which will serve as a solution to the phenomenon studied.. VII.

(8) TABLE OF CONTENTS TUTOR´S CERTIFICATION. .......................................................................................................II DECLARATION OF THE AUTHOR ......................................................................................... III APROVAL OF RESEARCH WORK........................................................................................... IV DEDICATION .............................................................................................................................. V ACKNOLEDGMENT ................................................................................................................. VI ABSTRACT ................................................................................................................................ VII TABLE OF CONTENTS .......................................................................................................... VIII INTRODUCTION ......................................................................................................................... 1. CHAPTER I 1. THEORETICAL FRAMEWORK͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘.5 ´1.1 CHILDREN'S SONGS .................................................................................................... 5 1.1.1 Aim of Children's Songs ............................................................................................ 6 1.1.2 Benefits of using songs in English class.................................................................. 7 1.1.3 Advantages of using children's songs in English classes ...................................... 7 1.1.4 Classification of Children's Songs........................................................................... 8 1.1.5 Ways and Steps to Use for Children's Songs .......................................................... 9 1.1.6 Techniques for working a song in English class. ................................................. 11 1.1.7. Why use children's songs to learn English?. ........................................................ 12 1.2 VOCABULARY ................................................................................................................ 13 1.2.1 Types of vocabulary ................................................................................................. 13 1.2.2 Importance of Basic Vocabulary in Teaching English ........................................ 14 1.2.3 Good use of vocabulary in a foreign language ..................................................... 15 1.2.4 Acquisition of basic vocabulary in a foreign language ....................................... 15 1.2.5 Means to learn new vocabulary .............................................................................. 16 1.2.6 Didactic strategies for teaching and learning vocabulary ................................... 17 1.2.7 How vocabulary relates to ELL students............................................................... 18 VIII.

(9) 1.2.8 Learning new words in a new language helps«««««««««..««««19 1.3 THE CHILDREN'S SONGS AND THE BASIC VOCABULARY OF THE ENGLISH LANGUAGE«««««««««««««««««««««««««««««20. CHAPTER II 2. DATA PRESENTATION ANALYSIS AND INTERPRETATION͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘͘͘23 2.1 RESULTS OF THE QUESTIONNARIES APPLIED TO STUDENTS OF 8TH ³$´*5$'( « 23 2.2 RESULTS OF THE INTERVIEW APPLIED TO THE ENGLISH TEACHER AND TO ANOTHER SPECIALIZED TEACHER IN THE AREA ....................................................... 29 2.3 RESULTS OF THE INTERVIEW APPLIED TO THE PRINCIPAL OF THE INSTITUTION .............. 33. CHAPTER III 3. PROPOSAL͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͘͘͘͘.36. 3.1 Proposal title........................................................................................................... 36 3.2 Informative data ..................................................................................................... 36 3.3 Diagnosis ................................................................................................................ 37 3.4 Justification ............................................................................................................ 38 3.5 Objectives ............................................................................................................... 39 3.6 Description of the proposal .................................................................................. 40 3.6.1 Design of a children's songbook with interactive cd, to develop the basic vocabulary in English««««««««««««««««««««««««40 3.7 Resources ............................................................................................................... 60 3.8 Responsables ......................................................................................................... 60 3.9 Budget .................................................................................................................... 60 CONCLUSIONS ............................................................................................................. 61 RECOMENDATIONS .................................................................................................... 62 BIBLIOGRAPHY ............................................................................................................ 63 ANNEXES ....................................................................................................................... 66. IX.

(10) INTRODUCTION We know that English is a universal language and therefore is the door to the development of a Country, in Latin America, learning English is a necessity, year after year, the world is globalized, which is why it is indispensable the interaction with individuals of other cultures. In Ecuador the teaching of English is indispensable in every sense, since in previous years the Ministry of Education under the 0052-14 regime made teaching compulsory for all institutions. The foreign language in Ecuador is the weak point for all the students the majority present a poor performance due to a lack of basic vocabulary this caused by the limited use of didactic resources like the Children's songs which facilitate the reception of the new words in another Language in a more fun and dynamic way. The present thesis work has as theme: "Children's songs and their incidence in the basic vocabulary of the English language of 8th grade students from "Manuel Espinales Santana" School, El Carmen city, Manabí Province, Period 2016-2017". The children's songs are a playful activity where the child learns to play while participating in the conservation and enjoyment of the universal cultural heritage. Music is for children an essential part of their development and learning. (Lunther, 2014) Children's songs in English are an effective way to promote students' language knowledge because through music the teacher stimulates their interest in learning new words related to their environment. The teacher and the students are committed to use children's songs as a teaching resource in English language teaching and learning, however due to various factors the theme about the. 1.

(11) use of children's songs is considered as an effective tool when it comes to learning New words from a foreign language. For the formulation of this work, the problem was identified: "Lack of basic vocabulary of the English language of 8th grade students from "Manuel Espinales Santana" School, El Carmen city, Manabí Province, Period 2016-2017". For this research the following problem was formulated: How children's songs affect the basic vocabulary of the English language from ³Manuel Espinales Santana" School, El Carmen city, Manabí Province, Period 2016-2017? In order to systematize the research, the following questions were asked: Does the teacher use children's songs to teach basic vocabulary in English?; What factors limit the use of children's songs in teaching basic vocabulary in English?; What strategies does the teacher use to develop basic vocabulary in students?; What means does the teacher use to teach vocabulary in students?; What is the relationship between children's songs and the basic vocabulary of the English language? And finally, What alternative solutions have been proposed to solve this problem? The general objective was to determine the incidence of children's songs in the basic vocabulary of the English of 8th grade students from "Manuel Espinales Santana" School, El Carmen city, Manabí Province, Period 2016-2017", Using the investigative method and field techniques in order to propose alternative solutions to the problem. The following scientific tasks were proposed:. 2.

(12) Determine the use of children's songs in the teacher to teach basic English vocabulary to students; Indicate the factors that limit the use of children's songs in teaching basic vocabulary in English; Establish strategies used by the teacher to develop basic English vocabulary in students; Check the means used by the teacher to teach students basic vocabulary in English; Analyze the extent to which children's songs affect the development of basic English vocabulary; Propose an alternative solution to solve the lack of basic vocabulary in English in students. This work is strengthened by knowledge extracted from professionals, texts, pamphlets, journals and scientific documents. The investigation was based on the following modalities: Field: the field investigation was applied since it was attended to the place where the SUREOHP H[LVWV LQ WKH ³0DQXHO (VSLQDOHV 6DQWDQD School; since it was there where the involved ones were found, and that is why the techniques were applied. Bibliographic-Documentary: it was bibliographical because I supported in the texts, books and sources of consultation and documentary since I resorted to the institution to obtain data and direct information with the problem. The methods used were: Deductive: It was used because since it started from the general to the particular, that is from the investigated theory to the facts, to deduce through the reasoning several findings that were found in the research project; Scientific: The scientific method was applied because it allowed the compilation of scientific information on the basis of books and internet that helped to validate and substantiate the research. In addition to these methods we applied the analytical, synthetic, comparative and statistical. 3.

(13) Among the techniques that were used were: Scientific reading.- This technique was indispensable to obtain theoretical information based on the variables in order to verify the information properly the reality. Survey. - It was applied to students in order to gather information for results with questions that reflected knowledge, opinions, and interests of teachers for analysis. Interview: This technique was done in the director and teachers of the institution and will serve to obtain direct information on the problem. Observation: It was applied in English classes to check the problems that exist inside the classroom. This research will be an important bibliographical material for those who wish to learn about the problem, teachers and especially the students of ³Eloy Alfaro´ University, Extension in El Carmen with whom all the scientific and practical knowledge of this research will be put into practice. The work is structured in three chapters as follows: Chapter Nº 1.- In which is established theoretical framework developed with valid information of each variable. Chapter 2.- Understands the analysis and interpretation of the results of the research through the techniques that were applied to each of the involved. Chapter Nº 3.- It includes the proposal that consists in the Design of a children's songbook with interactive cd, to develop the basic vocabulary in English. In the last part, the conclusions, recommendations, bibliography and annexes are found.. 4.

(14) CHAPTER I 1 Theoretical framework 1.1 Children's songs López (2015) states: "Children's songs are an activity in which children learn, whether playing and others singing different melodies, with varied themes, which help to expand their knowledge of the environment around them." Some time ago, English has been taught through very structured and formal methodologies that caused students a negative and boring idea in language learning and sometimes even feelings of rejection. This type of play activity is important in the learning of English in the students who are learning it for the first time since the lyrics of these songs contain basic words related to the environment that surrounds them and at the same time they learn having fun obtaining a greater reception of This language code. It is a very simple way to explain, but not incorrect. Attention is the ability to classify the received stimuli into relevant or irrelevant ones. The child decides what is relevant (actually we all decide what we want to pay attention to). Our role is to give them attractive stimuli that will turn their attention to learning. (Lepique, 2007, page 7). The students through this activity decide what they want to learn and what not, we know that in these songs the sounds and words are repetitive, and then the child to the moment when he is singing any song in English of any subject automatically his brain receives those words that are difficult to learn. The children's song is a playful activity where the child learns to play while participating in the conservation and enjoyment of the universal cultural heritage.. 5.

(15) Music is for children an essential part of their development and learning. (Lunther, 2014) Children's songs in English are an effective way to promote the students' language knowledge because through music the teacher stimulates their interest in learning new words related to their environment. These children's songs are characterized by having words that become repetitive which helps the student to memorize vocabulary and to understand what each word means since most of these songs require gestures or mimics of what is being sung. 1.1.1 Aim of Children's Songs. This activity aims to expand the basic vocabulary in learning any language, as well as increase interest and keep the attention in students in what is taught by helping in an easier and effective way the reception of new words of a language, In addition to contributing in the student the taste to learn a lexicon different from its mother tongue, exercising the motor coordination, as well as socializing it. It is important that the teacher demonstrates joy and enthusiasm when applying these activities in the classroom which leads students to actively participate. Enrique González Gómez, in his foreword to the book Children's Songbook, explains that the child "takes words like a toy and discovers the magic that words excite those who hear them and others leave them alone." Therefore, these types of songs are very productive when applied to teaching English as students learn through the game. It should be taken into account that if children's songs are used properly they can become a resource that helps to improve the students' oral and listening comprehension, taking into. 6.

(16) account that most English teachers are not native and using This resource students have the opportunity to capture the correct pronunciation and accentuation of the words and phrases of this language. 1.1.2 Benefits of using songs in English class. x. Help polish pronunciation and increase vocabulary in English in students. x. Encourage and increase interest in learning a new language. x. Have fun and teach new words at the same time. x. Introduce new themes and reinforce those already learned 1.1.3 Advantages of using children's songs in English classes.. Music is a very effective resource that can take much more of what is used, and even more within the classroom, therefore it is important to know certain skills with which these types of songs and the benefit can be Obtain from them, some of these advantages being the following: x. Significant learning is achieved. According to (Ballesteros, 2010): "Songs are a playful resource from meaningful learning" (p 2). That is to say, the student interacts, participates and learns in a more direct way with the help of the songs, so that he is using and playing with that learning, making it more fun and dynamic, assimilating and understanding it in a more enjoyable and permanent. x. It is a very motivating activity for students. In this way the students through the songs experience a motivation to learn English, discovering in a fun way a basic vocabulary,. 7.

(17) that is to say, it becomes a great recreational resource that benefits the learning of the language in the student. x. Through songs, children can learn a language and a way of expressing themselves more colloquially. When teachers use traditional texts it is sometimes too formal and tedious for children because it is not the language used by native speakers of everyday life, so it is advisable to use basic words that relate to the environment Surrounds which the children's songs contain. 1.1.4 Classification of Children's Songs.. It is important to mention that the classification of children's songs is the one that identifies them by their function although it is possible that a song can be classified in several categories since they fulfill several functions: x. Of game: Employed in children's games where the use of the whole body is required since they focus on the performance of movements according to the commands indicated in the songs. This type of song is one of the most fun for students, therefore helps the student learn English in a more fun and dynamic. An example of children's play songs is that of the wolf where the student learns vocabulary of what he does in his daily routine using phrases of easy reception.. x. Nanas: These songs are also known as lullabies, they are also used to entertain children. In this type of song students learn a very basic vocabulary helping to relate to the environment that surrounds them.. x. Skills: In this type of songs the students demonstrate their abilities; here the teacher uses riddles and tongue twisters. They are an ideal hobby for hours of play with 8.

(18) children, which help them to associate ideas and words, and to enrich the vocabulary in English. These didactic strategies aim to entertain and entertain children through wit.. x. Teaching: In this kind of songs the student learns new words related to his environment, from the parts of his body to moral lessons.. x. Playful: Its main purpose is to entertain and amuse the students, very similar to the songs of game and is one of the classes of children's songs that more help to receive of an easier way basic vocabulary in the students. It is very important to apply different types of children's songs since each has a specific function and therefore facilitates the learning of certain subjects that are integrated in English texts, each song has a different theme based on reality, it means in all that is around the student, the children's songs are didactic aids that allow the easy reception of foreign words in a more fun and dynamic way. 1.1.5 Ways and Steps to Use for Children's Songs. When selecting children's songs for use in the English classroom, it is advisable to have several aspects in mind, ranging from the type of student to which the song is directed, the kind of song and also taking into account the age And the level in which it is being studied, and the objectives that we want to achieve with it. The children's songs according to Wills (2014) are used as follows: x. Circle the students so that the teacher can observe them all and they in turn can observe and repeat the commands that they ask.. 9.

(19) x. Interact with students to keep their attention. x. The teacher will give the students time to rest. x. And finally a song will be sung that relates to the environment that surrounds them.. In the steps to follow to use children's songs Lopez (2015) mentions that: x. A story is told to the child related to the subject of the song to be taught.. x. The children will be taught some movements that will be made during the song; For example, if the song speaks of a fish, they are taught to move the hand as if they were a fish.. x. The teacher will sing the melody for the children to listen to.. x. They will be explained the meaning of some words not known by children.. x. The teacher will sing a small paragraph, until the children repeat it with her, and so on the whole song.. x. At the end they will sing the complete melody, and perform the movements following the teacher.. Then we can say that when using children's songs in the teaching of a new language we must take into account several factors that are important in the process so that they are used correctly and their use reaches the expected goal and therefore it is advisable to follow the activities and Patterns that contain the songs, in the same way they are sung daily and even more than once per day, always accompanied by many gestures, mimics and dance so that students learn from the beginning the meaning of what is being sung .. 10.

(20) 1.1.6 Techniques for working a song in English class. Minerva (2009) states that: "The teaching of songs with English texts does not differ greatly from the methodologies used for teaching songs in Spanish, being mainly a teaching by imitation." Children's songs can be applied either as an exclusive resource in classes to achieve specific objectives in this case the enrichment of the vocabulary of a topic. A very effective technique is to use songs that contain phrases that express actions, tasks or routine of what they do in their day to day. These expressions can be for example: I wake up and I get up at ..., I brush my teeth, I take my breakfast, I go to school, etc. So when singing students will understand what task or action they are learning when interacting with other peers. Another technique for the song to be well assimilated is that you can teach the students some gestures and movements that express what the song says in each moment, this will help not only to understand the letter but also to memorize it in a more Fast and simple. 1.1.7 Why use children's songs to learn English?. Children's songs are playful activities that help to memorize in an easy way those words that are part of the environment and in turn motivate students and learn English in a practical and fun. It is advisable to use them to teach this language for the following reasons: x. They work because it is a medium that facilitates students to learn vocabulary, grammar and pronounce in the most appropriate way because in their content there are several repetitions of the same words.. 11.

(21) x. They contain a colloquial and everyday language almost always have a basic vocabulary like phrases and useful expressions that serve to improve the communicative abilities in the students.. x. They help you to become familiar with pronunciation thanks to the rhythm and tone of English contained in the songs. x. Many words and sounds are repetitive which help easy vocabulary reception. x. Influence students' moods by allowing their mental and physical well-being. x. Teach English speaking culture. 1.2 Vocabulary )URP WKH /DWLQ YRFDEǎOXP WKH YRFDEXODU\ FRQVLVWV RI WKH VHW RI ZRUGV RI D language. On a more specific level, vocabulary is the set of words that dominates a person or uses in their everyday conversations being the fundamental basis for the communication of a language. (Merino, 2010) They are lexical units that conform a language so that they are used according to the regulations that have the linguistic code, and that they are put into practice in the daily life depending on the area in which the person is. Ketika (2012) states that: "The vocabulary consists of the set of words of a language. Such vocabulary is known to people who share a common language and can also be compiled LQWRDGLFWLRQDU\´ Vocabulary is a social invention whose fundamental purpose is the interaction between people, it is part of a language, it is neither worth mentioning that without at least basic vocabulary in an individual there is no communication or to master all the language skills of a language.. 12.

(22) 1.2.1 Types of vocabulary. For Writing Teams (2015) among the types of vocabulary we find: x. Active vocabulary: It is also known as productive vocabulary. It is the type of vocabulary that once said by the person is perfectly understood and at the same time is often used when expressing the person. This group of terms are the most used when it comes to the person speaking and transmitting certain messages.. x. Passive vocabulary: It is also given receptive vocabulary. This type of vocabulary can be understood without problem once heard; however, when it is used it cannot be used as an oral or written expression. This vocabulary maintains some relation with the productive vocabulary, where both are part of the mental lexicon - dictionary of the reader, which associates according to its meaning the words; and semantic memory is activated when a word is activated.. x. Technical vocabulary: It refers to the set of terms that show inconsistency with certain trades, disciplines or areas of knowledge. They are only employed among specialists in a specific field.. x. Dominant vocabulary: It refers to those sets of words that people do not understand, nor use them when expressing.. x. Usual vocabulary: This type of vocabulary is the most used by street, middle, or current man in the various facets of life. It contains about 12,913 words.. x. Fundamental vocabulary: This vocabulary registers some orthographic problems, but not didactic. It consists of about 210 words, which may have certain similarities in varied environments.. 13.

(23) x. Potential vocabulary: It refers to the set of words that manages to be unknown to the person.. x. Basic vocabulary: It is shown as a set of terms belonging to the usual vocabulary employed in any area of life, whether social, family or cultural. They contain about 1,971 words.. It is important to acquire a basic vocabulary in the students since it contains a large number of words and phrases that are used in daily life which allow them the use and development of other communicative skills in the classroom allowing a better interaction in the classes between student and teacher. 1.2.2 Importance of Basic Vocabulary in Teaching English. The basic vocabulary in teaching English is essential for learning the language in students, because without sufficient vocabulary, people find it difficult to understand others and still cannot express their ideas. (Wilkins, 2014) wrote that "while without grammar one can express very little, without vocabulary nothing can be conveyed." Students often instinctively recognize the importance of vocabulary in English for language learning. As Schmitt (2010) pointed out, "students carry dictionaries and not grammar books to communicate with." Learning Basic English vocabulary helps students understand and communicate with other people. While we could not say that learning basic vocabulary in a new language will lead us to communicate properly, its learning is vital to master and reach fluency in all aspects of language.. 14.

(24) 1.2.3 Good use of vocabulary in a foreign language. For Watchtower, 2015, the use of basic vocabulary in a linguistic code implies: "Use words that show respect and kindness, that are easily understood, enrich the discourse and communicate strength and feeling, always doing it according to the norms Grammatical ". It is important because it demonstrates with responsibility the ideas we communicate and that reflects a lot and speaks well of our personality in relation to the people with whom we are interacting. Words are fundamental tools of communication. However, to reach a specific goal, we must use them very carefully. A word may be appropriate in one situation, but may have a negative result on other occasions. A very concrete expression used improperly, is capable of becoming a "destructive word". In any case it is important to make a good use of words according to the context in which we find ourselves. In the process of teaching and learning a new language, good use of basic vocabulary is of vital importance because the teacher's simple and well-chosen words communicate ideas strongly to their students. Short sentences and simple expressions are easy to understand. These can be intercalated between longer sentences so that the class does not become complicated and boring. So that in this way the students achieve a clear and concise understanding of what is being learned. 1.2.4 Acquisition of basic vocabulary in a foreign language. For (Ellis, 1985): "the acquisition of a second language originates from an intersection of causes from the student and from the learning situation, which leads to a number of final results impossible to predict in advance; The variability and the individuality in the learning 15.

(25) of languages are, consequently, undeniable realities that we cannot ignore ". Inevitably the acquisition of a second language will be influenced by the mother tongue, the situations that surround us and all those precepts and protocols that form part of a solid base within a language code. 1.2.5 Means to learn new vocabulary. To learn new vocabulary Velásquez (2010) mentions that there are means and effective strategies that can help to have a broad, powerful and effective vocabulary in which follows the following: x. Relationship: It is easier to memorize words related to a common theme. Make your own connections between words, and between your languages, and if possible organize them in a "web" or mental map.. x. Writing: Practicing your vocabulary can help you record it in your memory. Each time you learn a new word, write sentences using those words, or create a story using a group of words or expressions.. x. Drawing: Remove that artist you carry inside and paint figures and drawings that are related to the words you are studying. The more ugly or badly made they are almost the better, since those drawings can help you activate your memory in the future.. x. Action: Move in to represent words and expressions you want to learn.. x. Creativity: Design your own flashcards and review them in your spare time. Make new cards every week, but do not forget to check the ones you are accumulating.. x. Association: Use different colors for different groups of words. This partnership will make it easier for you to remember the new vocabulary later. 16.

(26) x. Hearing: Think of words that sound similar to what you are learning, especially those that are more complicated. Associate those words you already know with new ones so you can remember pronunciation more easily.. x. Selection: Remember that it will be easier to remember words related to topics that interest you. So carefully select words that are sure to be useful and interesting.. x. Note: Pay close attention when you are reading or listening to something in another language to see if you find the words you are studying.. x. Songs: Select songs that contain vocabulary related to your environment and chant them until your brain memorizes most words.. López (2015) states: "Children's songs are an activity in which children learn, whether playing and others singing different melodies, with varied themes, which help to expand their knowledge of the environment around them." We can say that among the most optional and appropriate means to teach basic English vocabulary to students is the use of children's songs as they allow an effective and permanent learning of new words in students making English classes more dynamic. 1.2.6 Didactic strategies for teaching and learning vocabulary. In teaching and learning vocabulary Daza (2014) states that the following lexical strategies exist: x. Conventional: It refers to the relation of words with illustrations and definitions; it also refers to the linking of a list of words with their synonyms and antonyms and the grouping of words into semantic fields.. 17.

(27) x. Playful: They include crossword puzzles and word searches, link words with simulated actions, rhyme in words, collage with papers and magazines, and all activities that are linked to the game which helps a dynamic and productive learning.. x. Contextualized: It refers to the reading and comprehension, elaboration of cards or cards containing a theme to set the classroom, summaries of travel narrated, and synonym of those words that relate to the environment.. x. Realia: Cassany (1994) states: "here the motivation is given by the appearance in the classroom of documents, that is, as they appear in the reality out-of-school. They include photographs and posters, people and objects. " The teacher makes use of those resources that are found in the classroom as a didactic strategy in the teaching of English vocabulary.. x. Dramatization: According to Jesús Moreno, "among the pedagogical potentialities of dramatization we emphasize above all the globalizing character of language and its multidisciplinarity (corporal, linguistic, plastic and rhythmic-musical expression); In addition, it favors processes of integration between the components by the cooperative and playful ingredients of this methodology ". Through this didactic strategy the students use their corporal and vocal expression to learn new subjects making them more dynamic and interesting. 1.2.7 How vocabulary relates to ELL students.. Ainciburu (2008) mentions: "Vocabulary is a primordial and vital aspect for second language learners" (page 7).. 18.

(28) For students who learn English, increasing vocabulary is vital. The native speaker of average English enters kindergarten with a number of words of at least 5000 words. The student who learns average English can know 5000 words in their mother tongue, but very few in English. As native speakers continue to learn new words, ELLs face a major challenge of constantly nurturing their vocabulary to improve their communicative skills in and out of the classroom. Knowing vocabulary words is fundamental for reading comprehension. The more words a child knows, the better the text will be. Teachers can teach vocabulary directly or indirectly. Using a variety of effective methods will increase a student's ability to learn new words. (Díaz & Lopez, 2014) The main base of any language is the vocabulary, for people who study English as a second language, the more vocabulary they have in their brain, the better it is because it allows them to interact with people from other cultures, and for these students it is important to use activities that facilitate the process of their reception. 1.2.8 Learning new words in a new language helps: x. Understand the ideas of English songs that we like best. x. Understand the message of those informative articles that are written in English without translation. x. Succeed in personal as well as professional life. x. Have more possibilities to travel in another country and be able to interact with native people without the need of a translator. x. Read books and magazines written in English more easily. x. Knowing new cultures. x. Train the brain and increase memory 19.

(29) x. Find opportunities to study in another country. 1.3 The children's songs and the basic vocabulary of the English language The influence of children's songs in teaching basic vocabulary of English in high school students reflects a high percentage which demonstrates its usefulness positive results being a useful and practical tool. Children's songs cause special effects on students who learn English. According to Williams (2014) states: "The use of children's songs in teaching English vocabulary can keep an open mind and therefore active even if we do not realize." In other words, singing in a foreign language assists in learning it, therefore learning basic vocabulary in English and using children's songs will always have a better use and the student will be able to improve their level. In relation to the benefits of using children's songs in learning new vocabulary researcher Schon (2011) demonstrated a few years ago that language learners find it easier to learn new words when someone sings them when included in a normal speech. The use of children's songs in English classes can affect the development of the four basic skills of language learning, it means, reading, writing, listening and speaking (ToscanoFuentes, 2011; , 1975), in addition, to influence positively in the revision or incorporation of new grammar elements and of vocabulary. Falioni (1993): "practically all grammar points can be found in music texts, and the texts also offer a wide variety of vocabulary, all of which can be used to practice the four communication skills". For (Vázquez, 2010) the use of children's songs in the English class certainly allows:. 20.

(30) x. Introduce new words, expanding the grammatical structure.. x. Sing popular English songs, typical of the language culture. x. Know the history of the country through its music (dances, auditions, authors ...). x. Facilitate phonetic intonation of speech.. x. Use sound structures previously used in the music class. Research with sound to apply it to a proposed grammatical structure.. x. Enrich vocabulary. x. Make motivating experiences. It is considered that children's songs in students who attend the first years of high school provide fluency in spoken expression and that thanks to singing students learn to form sentences, use new words they hear and understand their meaning. In every sense the use of children's songs helps the student to introduce a large range of vocabulary repetitively, the vocabulary appears contextualized helping to understand the words and make sense of them, increase participation and communication and create a great interest in learners due To the direct relationship between their day to day and their school is to be interrelated with the social and educational context. Being inside the classroom we realize that the students' lives are full of music since they are born, whether they are simple melodies, coplillas, songs or rhythms and therefore, taking advantage of these resources should be one of our objectives as teachers. For children, children's songs mean a way to learn vocabulary in English and, at the same time, a source of motivation. Within the classroom, this serves to create a comfortable and pleasant environment that encourages learning, repetition and therefore facilitates the understanding and memorization of new words. (Martinez, 2014) Maintaining motivation in students is a challenge for the teacher since one of the objectives is to avoid distraction and boredom by always keeping in mind the objective to be 21.

(31) developed in each English class, a benefit provided by the use of children's songs since Favor the learning of basic vocabulary in English and also increases the interest of students to learn a new language. It should be added that the use of children's songs in learning basic vocabulary in English works as a repetition exercise that can help to integrate a large number of basic words and everyday phrases that are used in the daily life of students Helping them to become familiar with the language and to achieve a more effective and lasting learning.. 22.

(32) CHAPTER II 2. DATA PRESENTATION ANALYSIS AND INTERPRETATION 2.1. Results of the questionnaires applied to students of 8th ³$´JUDGH 1. Does the teacher use children's songs to teach basic vocabulary in English? TABLE No. 1 ORDER. ALTERNATIVES. FREQUENCY. %. A. Yes. 0. 0.00. B. No. 30. 100. TOTAL. 30. 100. SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. Students were asked if the teacher uses children's songs to teach basic vocabulary in English, the total respondents respond that the teacher does not use children's songs in English classes, being 100%; so none of the respondents stated that there is a use of children's songs in language teaching. From the above it is obtained that there is no use of play strategies such as children's songs by the teacher which is considered that the teacher should have a basic knowledge about the benefits that can be obtained by using children's songs in the Basic vocabulary teaching in English; In such a way that it helps to increase the interest and to maintain the attention in the students in what is taught helping of an easier and effective way the reception of new words of the language. According to Wills (2014), "The use of children's songs in teaching vocabulary in English is able to keep an open mind and therefore active, even if we do not realize it. 23.

(33) 2. What factors limit the use of children's songs in teaching basic vocabulary in English? TABLE No. 2 ORDER. ALTERNATIVES. FREQUENCY. %. A. Absence of recorder. 1. 3.33. B. Traditional Teaching. 18. 60.00. C. Lack of dynamism in the teacher. 9. 30.00. D. Limited time. 2. 6.67. 30. 100. TOTAL SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. I investigated in the students the factors that limit the use of children's songs in the teaching of basic vocabulary in English, to which 18 respondents answered that it is due to a traditional teaching used by the teacher, being 60%; 9 of them reveal that it is because of the lack of dynamism in the teacher, being 30%; 2 of the respondents stated that it is for the limited time in class hours, which is 6.67%; Finally 1 student exposes that it is due to the lack of recorder, being 3.33%. From the above results it can be stated that the factors limiting the use of children's songs are due to the traditional teaching in English classes due to the lack of didactic by the teacher which causes disinterest and boredom in the students by Learning English, it is considered that a more dynamic teaching in the language classes is necessary. For Trilla (1997): "Traditional schools are the majority of existing schools, the school is not adapted to current needs, and this generates problems for students.. 24.

(34) 3. What strategies does the teacher use to develop basic vocabulary in students? TABLE No. 3 ORDER. ALTERNATIVES. FREQUENCY. %. a. Conventional. 11. 36.67. b. Playful. 0. 0.00. c. Contextualized. 19. 63.33. d. Realias. 0. 0.00. 30. 100. TOTAL SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. Students were asked the strategies used by the teacher to develop the basic vocabulary in the students, to which 19 respondents answered that the teacher uses contextualized strategies, representing 63.33%; 11 of the respondents stated that there is the use of conventional strategies, being 36.67%; none of the respondents respond to the use of play and real strategies. From the above it is shown that most of the English classes are taught through contextual and conventional strategies, reflecting a traditional teaching existence and therefore the students feel disinterested in learning new words in English, it is considered that the teacher should use materials and play strategies to make classes more fun and dynamic. According to William Williams (2014), "The use of playful strategies in teaching basic vocabulary in English is able to maintain an active mind and a greater reception of new words from another language.". 25.

(35) 4. By what means does the teacher teach vocabulary in students? TABLE No. 4 ORDER. ALTERNATIVES. FREQUENCY. %. A. Drawing. 3. 10.00. B. Writing. 26. 86.67. C. Songs. 0. 63.33. D. Performance. 1. 3.33. 30. 100. TOTAL SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. I investigated in the students the means that the teacher uses in the teaching of basic vocabulary in English, to which 26 respondents answered that the medium most used is writing, being 86.67%; 3 of them show that they learn vocabulary through drawing, being 10%; 1 of the respondents stated that the teacher uses the acting as a teaching medium, which represents 3.33%; None of the respondents answered that the teacher uses the songs as a means of teaching basic vocabulary in English. From the results, it is stated that the teacher uses writing as the main means in teaching new words in English to students, so it is recommended that the teacher learn about the benefits that can be achieved through the use of Songs to teach basic vocabulary in English. In his theory Wills (2014) states: "songs are very useful for improving memory retention." It is a very effective way to introduce new basic vocabulary in the student that achieves a permanent reception of new words and phrases.. 26.

(36) 5. Listening to children's songs in English class help to improve your: TABLE No. 5 ORDER. ALTERNATIVES. FREQUENCY. %. A. Pronunciation. 8. 26.67. B. Grammar. 0. 0.00. C. Writing. 1. 3.33. D. vocabulary. 21. 70.00. 30. 100. TOTAL SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. Students were asked what skill improves the use of nursery rhymes in English teaching, to which 21 respondents said that they mostly improve vocabulary, accounting for 70%; 8 of the respondents stated that it helps in pronunciation, being 26.67%; 1 of the respondents expressed that writing improves, represented 3.33%; None of the respondents answered that the use of children's songs helps in grammar. From the data presented, it can be stated that the use of children's songs helps in a large part the development of basic vocabulary in English in students, which is considered that the teacher makes use of this activity since the use of it reflects a percentage High which shows in its utility positive results being a useful and practical tool. Schon (2011) shows: "It has been a few years since language students find it easier to learn new words when someone sings them than when they are included in a normal speech.". 27.

(37) 6. Would you like the teacher apply children's songs to teaching basic vocabulary in. English? TABLE No. 6 ORDER. ALTERNATIVES. FREQUENCY. %. A. Yes. 30. 100. B. No. 0. 0. TOTAL. 30. 100. SOURCE: Students from 8th ³$´JUDGH AUTHOR: Diana Carolina Barreto Andrade DATE: February, 2017. The students were asked if they would like the teacher to apply children's songs in basic vocabulary teaching in English, to which the total respondents would respond that they would like to, being 100%; So that none of the respondents stated that they would not like it. From the results it can be said that one hundred percent of the students would like the teacher applies children's songs in the teaching of basic vocabulary in English, students were able to say that they would like to learn with this type of didactic resource as it would help them To make classes more dynamic and fun, and at the same time to learn new words more effectively in English, it is important that the teacher has a general knowledge of all the benefits provided by the use of children's songs in the basic vocabulary Of the English language. According to Wills (2014), "The use of children's songs in teaching vocabulary in English is able to keep an open mind and therefore active even if we do not realize it." 28.

(38) 2.2 RESULTS OF THE INTERVIEW APPLIED TO THE ENGLISH TEACHER AND TO ANOTHER SPECIALIZED TEACHER IN THE AREA. 1. Do you use children's songs to teach basic vocabulary in English? OE1 Ms. Dannys Veliz said that "Children's songs are a very practical resource when learning a new language and even more so when it comes to children who have never heard a foreign language." Ms. Ximena Barberán stated that "I do not use children's songs to teach vocabulary because the institution does not have a tape recorder." López (2015) states: "Children's songs are an activity in which children learn, whether playing and others singing different melodies, with varied themes, which help to expand their knowledge about the environment that surrounds them" When an English teacher uses children's songs to teach basic vocabulary, it makes the class much more fun and dynamic for his students, thus achieving a greater reception of new words in their students without them noticing. 2. What factors limit the use of children's songs in teaching basic vocabulary in English? OE2 Ms. Dannys Veliz said that "there is no use of children's songs because of the following factors: the institution does not have a recorder that is intended for the English area and in addition to a traditional teaching applied to students.". 29.

(39) Ms. Ximena Barberán stated that "the shortage or non-use of children's songs in English classes is because the institution does not have a recorder to use CDs to hear the correct pronunciation of the songs." Enrique González Gómez, in his foreword to the book Children's Songbook, explains that the child "takes words like a toy and discovers the magic that words excite those who hear them and others leave them alone." Therefore, these types of songs are very productive when applied to teaching English as students learn through the game. By using children's songs in English classes teachers will benefit greatly, as this will make the class enjoyable and interesting, thus getting their attention and enriching their vocabulary, which will serve much in their student life to future. 3. What strategies would you use to develop basic vocabulary in students? OE3 Ms. Dannys Veliz said that "To develop basic vocabulary in English students would use play strategies to make classes more dynamic and learn to play." Ms. Ximena Barberán stated that "The child learns to play and therefore in English classes makes use of games to reinforce the learning of vocabulary." Minerva (2009) states that: "The teaching of songs with English texts does not differ greatly from the methodologies used for teaching songs in Spanish, being mainly a teaching by imitation." Children's songs can be applied either as an exclusive resource in classes to achieve specific objectives in this case the enrichment of the vocabulary of a topic. When play strategies are not used, the child simply participates and understands what is taught, simply because classes become boring and have no intention of learning; using 30.

(40) these children's songs is greatly favoring the development of a basic vocabulary in English for students. 4. What means would you use to teach Basic English vocabulary to students? OE4 Ms. Dannys Veliz said that "To teach a basic vocabulary would use the songs since this type of medium contains a lot of phrases and words used in everyday life." Ms. Ximena Barberán stated that "Songs are a very practical medium for teaching new words in a foreign language". Teachers should use certain means to break the monotony of classes and motivate students. These media are usually innovative within the teaching and focus especially on animation and expression. The songs are one of them since it takes an absolute protagonism due to the importance of its use and the great benefits that it provides in the teaching of English. (López, 2015) The vocabulary is the main axis in a language and of course in the teaching-learning of the same. Through children's songs students learn new words naturally in a context of real communication as they are part of our daily lives. 5. Do you believe that children's songs help to improve basic vocabulary learning in students? OE5 Ms. Dannys Veliz stated that "Children's songs really contribute significantly to vocabulary teaching in a foreign language because they are part of our lives and is a fun way to learn." Ms. Ximena Barberán stated that "They not only help in the learning of basic vocabulary, but also help in teaching it, making the process easier and meaningful." 31.

(41) "Children's songs contribute to the achievement of language thanks to the repetition that they carry unconsciously, some students have serious affective deficiencies and the songs are subtle allies to relieve them and are part of our daily life, are present in our daily life what which makes us feel familiar with them´ (Martinez, 2009) Through the use of children's songs by the teacher in the teaching of basic vocabulary is achieved an active participation of students and communication between members of the class, whether it is between teacher-student or student-student. 6. What solution alternatives have been proposed to solve the lack of basic English vocabulary in students? OE6 Ms. Dannys Veliz said "It is being managed so that the institution has an adequate laboratory and to strengthen the area of English with resources that are of great benefit to the teaching of English´ Ms. Ximena Barberán stated that "You do what is at your fingertips, using materials that do not have a lot of budget and WRPDNHFODVVHVPRUHG\QDPLF´ A very useful resource to help develop the oral skills and the student's auditory compression is the use of songs, using them properly can become a resource that helps to improve teaching-learning of the language." (Williams, 2014) It is important that the teacher uses new alternatives that help to reduce the lack of knowledge of English vocabulary in students, as well as introducing didactic strategies within the process that help to develop a broad lexicon that enhances all communicative skills in the classroom.. 32.

(42) 2.3. RESULTS OF THE SURVEY ADDRESSED TO THE PRINCIPAL OF THE INSTITUTION. 1. Do you think it is necessary to enhance the learning of English in the institution? Mr. Jimmy Andrade said: "It should be a fundamental requirement to enhance their learning in students because it is mandatory in all educational institutions in the country that English as a foreign language is included as one of the core subjects of the mesh Curricular ". Talledo (2013) states: "In the context of an education for competitiveness, the English language is, in our time, a very important tool to access the unceasing and changing information in a global society of knowledge and citizen integration of the people." We know that the educational training that our students receive today must go beyond learning the basic subjects taught at school, it is fundamental that children in addition to their mother tongue increase their knowledge by learning another language and that better than that which is spoken in most of the world as is English. 2. Has the institution offered trainings to the teacher about new methodologies that help in the learning of English? Mr. Jimmy Andrade said: "Very few times have the English teacher been trained, we only have one teacher, our training opportunities are limited, so the teacher must train with his own means to Update their kQRZOHGJHEDVHGRQWKHLUDUHD´. 33.

(43) The training and updating of knowledge in English teachers help to change their attitude and behavior, is to increase their skills, skills and innovate day by day their way of teaching the class, making their methodology consistent with the new times". (CCI, 2016) Teachers in the English area at all levels should be trained and updated so that changes in traditional teaching methodologies can be made and develop their performance to the maximum that allows an excellent educational quality. 3. Do you think that using children's songs will help to develop English classes in a more fun and dynamic way? Mr. Jimmy Andrade said: "They are recreational resources that promote learning English and help the teacher to maintain interest in students, but also create a fun and friendly atmosphere in the classroom". For children, children's songs mean a way to learn vocabulary in English and, at the same time, a source of motivation. Within the classroom, this serves to create a comfortable and pleasant environment that encourages learning, repetition and therefore facilitates the understanding and memorization of new words. (Martinez, 2014) It is important for students that English classes are more fun and dynamic because they feel more interested in learning a new language, therefore, by using children's songs students have the ability to receive words that are very basic and At the same time having fun. 4. Does the institution have a recorder that allows the use of children's songs in English language learning?. 34.

(44) Mr. Jimmy Andrade stated that: "Our institution does not have this device that allows the teacher to make use of children's songs in their English classes; we do not have the resources to obtain a recorder that is specifically aimed at the area of English". Williams (2014) states: "It is a very useful tool to improve memory retention." Children's songs are a very effective tool to introduce new basic vocabulary in the student that achieves a permanent reception of new words and phrases. 5. Do you undertake to manage so that the English area has a recorder that allows the use of children's songs? Mr. Jimmy Andrade said: "I am committed to having a recorder that serves as a tool to help the teacher and our students improve their English learning." "Children's songs almost always contain a lot of vocabulary, phrases and useful expressions because they are aimed at an audience of native speakers, these types of songs include an updated language and colloquial expressions that help the student to become familiar with the language". (Minerva, 2009) By teaching English students, children's songs become a very effective and fun tool because they contain short and repetitive sentences. The students are motivated and are delighted with this activity, while singing, learning vocabulary and grammatical structures and of course, improve pronunciation.. 35.

(45) CHAPTER III 3. Proposal 3.1. Proposal title Design of a children's songbook with interactive cd, to develop the basic vocabulary in English 3.2.Informative data Name of the institution: ³0DQXHO(VSLQDOHV6DQWDQD´ Province: Manabí City: El Carmen. Location: Los Laureles Street and 3 de Julio Avenue Number of students: 30 Students of 8th ³$´JUDGH Number of teachers: 32 Teachers Name of the principal:. Lic. Jimmy Andrade 36.

(46) 3.3.Diagnosis In the "Manuel Espinales Santana" School has detected the lack of basic vocabulary in English in the students of the eighth grade basic. The cause of the problem is that the institution does not have a recorder or an auditory device that allows the use of children's songs due to the lack of economic resources that enable the acquisition of these devices, it is also due to the application of very extensive texts the Which discourage the student to learn new words, the absence of didactic strategies that motivate learning in students, which help the development of a basic vocabulary in English, because without vocabulary there is no language, it means a good command of basic vocabulary In students helps to improve communicative skills with the teacher. In addition the lack of dynamism on the part of the teacher, causing that the study begins to become routine and the classes are more difficult, the subjects that are taught are very boring because the teacher uses the traditional method in the English class which entails To a great demotivation in the students, it is important that the teacher uses didactic resources in this case the children's songs since in its content we find a very basic vocabulary, making in a much easier way the reception of new words thanks to the Constant repetitions that run when you are singing. The use of children's songs in English classes improves the development of new words and also greatly affects the four basic skills of language learning, in this case the reading, writing, listening and speaking.. 37.

(47) 3.4.Justification Given the importance of language in the educational field and the value of today's knowledge of a foreign language, an interesting proposal is developed for the teaching of English, specifically in the development of a basic vocabulary; That is, the teachinglearning of this skill that is executed in the teacher towards his students. The students need the teacher uses didactic resources in the teaching of English that goes hand in hand with the environment that surrounds them and also to the possibilities that the institution has, to apply tools that allow the development of words and phrases in English that are used in the daily life, so it is expected to investigate and know all those needs that are presented in the teaching of a basic vocabulary, because this is the main skill of the English language and on which all communicative skills depend. The proposal presented in this research aims to achieve the objectives that have been delegated to the educational institution, which has been given the faculty to evaluate in instructing the students, this with the objective that the students Learn in a meaningful way the English language and consequently, improve the development of communicative skills, mainly the basic vocabulary of the English language. It is considered that the proposal is a very dynamic resource and very useful when teaching new words, taking into account the possibilities that exist in the institution to be executed for the benefit of basic vocabulary teaching in English. In this way the students through the songs experience a motivation to learn English, discovering in fun way a basic vocabulary, that is to say becomes a great recreational resource that benefits the learning of the language in the student.. 38.

(48) The proposal developed is of great importance since the students are with a high degree of difficulty to be able to understand what the teacher is teaching and therefore there is no interaction between student and teacher leading to stagnation in the progression of the Language learning. It is feasible as it will be carried out in the "Manuel Espinales Santana" School; since it has the approval of the principal and all the staff that make up the institution and also with the resources necessary to comply with the proposal. The beneficiaries will mainly be the eighth grade students "A", and at the same time the teacher will have the possibility of having a children's songbook with interactive cd to teach in a more dynamic and fun way to improve the development of a basic vocabulary in English in their students 3.5. Objectives 3.5.1. General objective. Set a children's songbook with interactive cd that will solve the lack of basic vocabulary in English in students. 3.5.2. Specific objectives. x. Motivate the teacher to use the children's song book with interactive cd in each of their classes. x. Improve basic English vocabulary in students. x. Develop communicative skills. x. Encourage active participation in students. 39.

(49) 3.6. Description of the proposal The design of a children's songbook with interactive cd, to develop the basic vocabulary in English in eighth grade students, offers teachers and students of the eighth grade basic, a wide range of children's songs integrated in a songbook and also a cd that Can be used by the teacher so that the students hear the correct pronunciation of the words, songs that have been carefully selected. Through children's songs we acquire the vocabulary in a natural way in a context of real communication since they are part of the daily life of the student, also have a series of characteristics that ensures success in the classroom, we can say that the Children's songs are fun, pleasing to the human ear and help the teacher achieve learning objectives. Each song has its respective activity to secure a more secure and effective new words according to the theme of the song. These children's songs can be used in class hours both inside and outside the classroom according to the activity that each song requires. It is worth mentioning that this didactic resource is a great help because it is something creative and interesting and therefore students will feel much more motivated and interested in English classes which will result in the development and improvement of a basic vocabulary in English. 3.6.1. Design of a children's songbook with interactive cd, to develop the basic vocabulary in English. Introduction The children's songbook with interactive cd is specially designed for teachers who are specialized in the area of English who work with students of basic eighth grade. This 40.

(50) children's songbook with interactive cd aims to help both the teacher and the students considered as a didactic, dynamic and fun strategy and also to improve the development of a basic vocabulary in English for students. It is of vital importance as it has a very basic content of those words and phrases that we use every day, content that has been selected to facilitate the teaching of English as it contributes to the achievement of language thanks to the repetition of words that carry formally Unconscious, vocabulary that contains basic words that are part of their daily life and are present in their daily life which makes students feel familiar with them, children's songs present simple texts motivating students much more than a poor reading Of music and rhythm, is considered a dynamic resource; The students have fun with them, they are motivating and they stimulate the imagination as well as prepare them for the later listening of stories, the distance between the student and the teacher diminishes, reducing the traditional teaching used by the teacher. The research shows that students develop even more Basic English vocabulary if they are properly motivated and this motivation could be achieved by using children's songs as they are useful for introducing, developing and acquiring new vocabulary as they provide a context Natural for most words, prepositions, adjectives, etc. Without leaving aside the pronunciation since it activates the mechanism of repetition in the acquisition of new words, actively working a suitable intonation. This resource is a great aid in the learning process as they will make the acquisition of new basic words done in a more enjoyable and effective way. Since it will help to develop students' retention capacity if done properly, repetition when singing will be conceived in a. 41.

(51) more pleasant way and will not bore students thus getting an active interaction in English classes. And finally in the classroom should be used children's songs to increase the interest of students because of the extraordinary strength they have according to the subject that is given. Teachers should increase interest in learning a new language using different types of children's songs that fit the needs of the students.. 42.

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(53) CHILDREN'S SONGBOOK TO DEVELOP BASIC VOCABULARY IN ENGLISH SONG N°1 THE VOWELS OBJECTIVE: to recognize, memorize and receive the correct pronunciation of the vowels in English MATERIALS: Drum or tambourine, cd, children's songbook and tape recorder. TIME: 40 minutes onwards. DEVELOPING: The teacher will form a round with the students, placing themselves in the. center, then they will open the children's songbook in the song of the vowels, the cd will be placed in the recorder, when starting the chorus of the song the students will play the instrument in a stronger way And they will increase the intensity little by little, soon they will realize the movements to the compass of the music with the commands that the song requires following the music.. Old McDonald Had Some Vowels Old McDonald had some vowels A-E-I-O-U And on his farm he had an A, AEIOU With an AA here, And an ah ah there. Here an A, there and ahEverywhere an A, ah Old McDonald had some vowels A-E-I-O-U Old McDonald had some vowels A-E-I-O-U and on his farm, he had an E, A-E-I-O-U With an EE here, And an eh, eh there. Here an E, there an eh, Everywhere an E, eh 44.

(54) Old McDonald had some vowels A-E-I-O-U With an I I here, And an ih, ih there. Here an I , there an ih Everywhere an I, ih With an OO here, And an ah, ah there, Here and O, there an ah. Everywhere an O, ah With a UU here, And a uh, uh there Here a U, there a uh Everywhere a U, uh Old McDonald had some vowels A-E-I-O-U. Vocabulary Vowels: vocales Farm: granja Everywhere: en todos lados Some: algunos/as. Checking knowledge Oral evaluation The teacher should mention a Spanish word for the vocabulary and the student will respond to the English translation. This song was originally posted at: http://bussongs.com/songs/old-mcdonald-had-some-vowels.php. 45.

(55) SONG N°2 THE ALPHABET OBJECTIVE: to recognize, memorize and receive the correct pronunciation of the alphabet in English MATERIALS: Drum or tambourine, cd, children's songbook and tape recorder. TIME: 40 minutes onwards. DEVELOPING: The teacher will form a round with the students, placing themselves in the. center, then they will open the children's songbook in the song of the vowels, the cd will be placed in the recorder, when starting the chorus of the song the students will play the instrument in a stronger way And they will increase the intensity little by little, soon they will realize the movements to the compass of the music with the commands that the song requires following the music.. The Alphabet song A- B-C-D- E- F-G H- I- J- K- L- M-O-P L - M - O - P - Q - R - S T - U - V - W - X - Y - Z X - Y - Z Sugar on the bread, If you don´t like it, Better go to bet. Next monday morning Come to school I will teach you, A - B - C (repeat two times all song). 46.

(56) Vocabulary Sugar: Azúcar Bread: Pan Like: Gustar Bed: Cama Monday: Lunes Morning: Mañana School: Colegio Teach: Enseñar. Checking knowledge Oral evaluation The teacher should mention a Spanish word for the vocabulary and the student will respond to the English translation. This song was originally posted at: https://www.youtube.com/watch?v=CKo7c_AptEs. 47.