INTRODUCTION Nowadays, is spoken about meaningful learning.

It certainly means that the students could show in different contexts the level of achievement of the knowledge acquired in the process of their formation. The students based on that knowledge will be able to perform satisfactorily the activities assigned to them within the labor and professional field. In this sense we know that with only the strategies that the teachers used we do not improve our skills for learning a foreign language, we also need techniques for the analyze, understanding and application of new content that allow in students develop receptive and productive skills and also promote their lexicon with the use of new words management applying correct grammatical structure of the language. The point of view on this new challenge also involves the teacher; expand all potential in the use of strategies to awaken interest in students to learn this language. STATEMENT OF THE PROBLEM In English grammar II classes we have noticed that the teacher took a different way to teach, he put the assignment to the students that they had to choose a topic and they must analyze and get the best way to explain the topic. Consequently, we realized that the rapport between the student who explains a grammar topic and his classmates is very important to generate a meaningful learning environment. From this perspective it is necessary to emphasize our research in: What is the influence of interaction in the process of getting a meaningful learning atmosphere during the explanation of a grammar topic? OBJECTIVES General To identify if there was a good rapport between the students who explained a topic and his classmates to get a meaningful learning. Specific To recognize whether there was encouraged the students participation for that they had a good understanding of the topic at the same time a meaningful learning. To determine the importance that the rapport has between the student like a teacher and his or her classmates within the meaningful learning. To establish if the student showed enthusiasm for the subject matter and teaching.

To distinguish the strategies that the student used for creating an excellent rapport teaching a grammar topic.

JUSTIFICATION We know that a fine rapport is essential for the successful in the communication between the teacher and student, because the learning and the participation of the students depend on the way that teacher encourage and guide the classes. This aspect is also important for the environment of the class; it determines the good development of this one. This work focuses on an analytical summary of the rapport strategies for meaningful learning with constructivist interpretation aims to provide the teacher a set of conceptual elements and strategies applicable to work in the classroom. This research seeks to determine whether the rapport methodologies used by English grammar students are framed within the principles constructivist teaching and the principle to develop receptive and productive skills according to the interaction. LITERATURE REVIEW FIRST THEORY The first theory which supports our research is proposed by Maruny (1989) who exposes that teaching not only provide information, it also help them to learn, and for this, the teacher must have a good knowledge of his or her students what their previous ideas are, what they are able to learn at a given time, their learning style, intrinsic motives and extrinsic factors that encourage or discourage, work habits, attitudes and values that demonstrate outside the specific study of each topic. According to this theory we realized that the teacher has to figure out the needs that students have in order to their learning, taking into account the elements that she mentioned in her theory. FIRST RESEARCH STUDY Perspectivas de anlisis de la interaccin didctica en la sala de clase Desde una perspectiva histrica, Delamont (1984) seala que la tradicin ms fuerte de estudios de la sala de clase es americana y psicosociolgica con orgenes en los trabajos de los aos treinta y mediados de los cincuenta a travs de categoras de codificacin del mensaje que comunica el docente a los alumnos. Desde entonces, los enfoques sociolingsticos y socioculturales de estudio de la sala de clase han diversificado los modelos de anlisis de la interaccin. Estas tendencias se pueden agrupar en tres grandes modelos: transmisin; sistmico- instruccional y conversacional.

Modelo de la Transmisin Desde la perspectiva del Modelo de la Transmisin los problemas de la interaccin comunicativa entre profesor y alumnos tienen que ver bsicamente con formas de codificar y decodificar la informacin. En tal sentido, un docente formado para su trabajo en sala de clase debera ser capaz de codificar de modo claro y adecuado la informacin que entregar a sus estudiantes, a la vez de ensear a estos el adecuado uso de los signos que les permitan decodificar la informacin recibida. Esta concepcin de la interaccin como campo de influencia es coherente con los estudios sociolgicos de fines de 1960 e inicios de la dcada del 70, los cuales analizaban la educacin como herramienta de poder social para la reproduccin cultural. Modelos sistmico-instruccional El Modelo Sistmico Instruccional de anlisis de la interaccin de sala de clase agrupa las propuestas que apuntan a identificar y mejorar los factores clave, tanto a nivel de la institucin escolar como a nivel de las variables de la sala de clase implicados en el logro de aprendizajes de los estudiantes. Son propuestas de anlisis, valoracin e intervencin en los procesos de sala de clase. La interaccin didctica es una comunicacin especializada en contexto educativo orientada al desarrollo o logro de determinados procesos cognitivos. Una de estas propuestas es el Modelo de Instruccin Efectiva de Slavin (1996).Para este autor, el modelo de instruccin efectiva tiene los siguientes componentes: calidad de instruccin; nivel apropiado de instruccin; incentivo y motivacin de los estudiantes y tiempo. Cada una de estas variables puede ser controlada y alterada por los profesores y sus escuelas. La investigacin demuestra que la interaccin de estos componentes o variables tienen impacto en los aprendizajes. Por otra parte, los efectos de estas variables en el logro acadmico estn relacionadas con otras dos variables relativas al tiempo: eficiencia instructiva y tiempo ocupado. Just as this author says, we noticed that the teacher has the homework, of having a good communicating with Students that involves the expectations for learning that she or he has to guide for the students, directions and procedures, explanations of content and use of oral and written language. Modelo conversacional Las perspectivas constructivistas y socioculturales, reforzadas por el desarrollo de la filosofa del lenguaje, hacen posible integrar los aportes de la etnometodologa, etnografa, sociolingstica, semitica y otras disciplinas para confluir en una perspectiva socio-etnogrfico-lingstica de la comunicacin, la cual sustenta los modelos conversacionales o dialogales de anlisis de la interaccin en la sala de clase.

Desde esta perspectiva las interacciones en la sala de clases no funcionan como un mero acto de transmisin. Por el contrario, es un complejo proceso que tiene una contingencia propia y que es fruto de la relacin particular que se establece entre los principios que estructuran las prcticas y las subjetividades de profesores y alumnos que intervienen en el contexto de la clase (Delamont, 1984; Villalta, 2000; Ibez, Barrientos, Delgado y Geisse, 2007). En este sentido, las interacciones en el aula pueden ser observadas como prcticas comunicativas que realizan y producen intenciones y significados en contextos culturalmente situados. Como seala Planas (2004) el aula es una cultura con modelos comunes de interpretacin de normas, acciones y creencias que se reconstruyen a travs del discurso por medio de prcticas sociales (p. 61).

Desde la perspectiva conversacional, participar en el proceso educativo, implica el uso competente de los cdigos de dicho contexto; en tal sentido alumnos y profesor siguen criterios compartidos para reconstruir el conocimiento escolar, discutir y argumentar de modo vlido. En efecto, desde esta perspectiva, la experiencia escolar est constituida de reglas implicadas en la produccin del discurso educativo (Cubero et al., 2008). In this sense, the teacher has to creating an environment of Respect and Rapport where he or she has interactions with students, including both words and actions and also student interactions with other students also for many students, their teachers use of language represents their best

model of both accurate syntax and a rich vocabulary; these models enable students to emulate such language, making their own more precise and expressive. SECOND RESEARCH STUDY IDEA PAPER # 39 Establishing Rapport: Personal Interaction and Learning Neil Fleming Consultant on Teaching and Learning This study helped us to find out some of the important elements that a teacher must have to create a good rapport, where the students feel comfortable with the educational environment and they could acquire a meaningful learning. Neil Fleming quotes Rita Rodabaugh (1996) who provided useful examples of how instructors can communicate respect for students: give them ample time to ask questions, allow challenges to the professors views, and encourage open debate. She suggests that Sarcasm and indifference can be easily conveyed through body language clues and this should be avoided. Rules about respecting students privacy and using appropriate language relate to a higher tone in classrooms than might be found elsewhere. Students generally admire faculty members but they do not expect to be best friends with them (Rodabaugh, 1996, p. 41). As Rita Rodabaugh negative moves from the teacher are easily identified for students, it makes that they miss the interest for the class. Teachers have to be careful about what they reflect and think about all they show with their bodies during the class. Young and Shaw (1999) asked both students and teachers to identify the factors that contribute most to effective teaching. Both agreed that the most important ones included not only traditional emphasis on motivating students and communicating clearly but also a stress on empathy with students needs, a factor clearly related to rapport. Feldmans 1988 review cited nine characteristics or criteria that students and faculty agreed were important for effective instruction. Three of these (italicized below) are related to the instructors relationship to students.

Three dimensions of teaching have consistently emerged as strong predictors of outcomes: enthusiasm/expressiveness; clarity of explanation; and rapport/interaction. The latter is hypothesized to influence outcomes by encouraging and rewarding active student participation. This is consistent with Young and Shaws (1999) conclusion that rapports effect, unlike that of skills in communicating and motivating students, is an indirect one. It establishes a context, which influences what is learned in important ways (Tiberius, 1993). Tiberius and Billson (1991) explain the connection in this way: Teaching is inherently interactive because it depends on making connections with an active, growing mind. The relationships between teachers and learners can be viewed as a set of filters, interpretive screens or expectations that determine the effectiveness of interaction between teacher and student. Effective teachers form relationships that are trustful, open and secure, that involve a minimum of control, are cooperative and are conducted in a reciprocal interactive manner. They share control with students and encourage interactions that are determined by mutual agreement. First of all its very important to describe how the process of education is involved by interaction features which become essential to create a good environment into a class. Hence, as a first aspect that teacher must work is the students needs where teacher will have the opportunity to analyze and work on what students really need to acquire a meaningful learning. Second, the nine characteristics or criteria, without it teacher misses the respect and the class wont have the interest for learning, if teachers do not know nothing about the topics that they have to teach, it is impossible because there are not knowledge to acquire from. Some cases improvisation is a good element to do something but in the education field the previous preparation and organization of a class facilities the interaction student-teacher in order that teachers will be prepared for all

doubts that students have and managing the different situations presented in class. Clarify and understanding ease the activities that students do during the class, because they have a clear guide about how they have to work on the activities and what tools they could use. Enthusiasm makes dynamic and interesting the class, the successful of a good rapport depends on the good energy with which the teachers develop the class. Because it is not the same an angry teacher who imposes the activities of the class than a teacher who proposes the activities taking into accounts the ideas of the students. Students have different learning levels, then, the strategies that teachers use to treat the students in the same way will help them to get a good environment in the classes, focusing in the weakness that some students have, and the strengths that other have. In conclusion the success of a meaningful learning depends on the strategies that a teacher uses to create a good rapport with the students, it allow them have the confidence to create a comfortable environment between them to get the most of the classes. INSTRUMENTS DESIGNED TO COLLECT DATA We decided that the best way to collect the data that we need to the research according to the people who are part of the project is a survey and we also considered our own notes of each class. Then we made two different surveys, the first one was made to the students who exposed a grammar topic, and the second one was made to the students who listened to his or her classmate that was teaching the grammar topic. In that case, the questions for the students who exposed a grammar topic were the following: 1. Do you know the meaning of rapport? If yes, support your answer. 2. Did you use any strategy to interact with your classmates during the explanation? 3. Did you give the instruction in a clear and understandable way to your classmates? 4. Do you think that creating a good environment into the class is a good strategy for teaching? 5. Did you encourage your students to participate actively in the activities that you developed during your class?

The following questions are for the students who learn from classmates exposing a grammar topic

1. Do you know the meaning of rapport? If yes, support your answer 2. What do you think about the strategy of interaction your classmates used for teaching a grammar topic? 3. Do you believe that some of your classmates created the best environment for encourage the participation of the topic that they were explaining? 4. What do you think that are the problems of rapport that your classmates have when explain a topic? 5. Do you consider that the students showed enthusiasm for the subject matter and teaching?