sociolinguistic FACTORS AFFECT THE LEARNING OF ENGLISH AS A SECOND LANGUAGE
FACTORS THAT AFFECT THE sociolinguistic OF LEARNING AS A SECOND LANGUAGE ESPAÑOL ADULTS IN
Yanid SANDRA CALVO MURCIA
ONLINE RESEARCH: SOCIOLINGUISTIC
ABSTRACT This paper seeks to make a reflection on sociolinguistic factors that affect the learning of English as a second in adults. Part of the brief statement and theoretical studies have been done on the subject. Continues with a detailed description of the methodology used and the explanation of the findings from the observation. And ends with the application of theory to data collected, their analysis and conclusions to be drawn as a result of this exercise investigative.
Keywords: acquisition, aprendizaje, second language, mother tongue, sociolinguistic variable. Abstract This work
Wants to Make a Reflection of around That Affect the learning aspect of the Inglês the second language in the adult people. It Begins with the brief enunciation of Theoretical bases and Studies That Have Made in Relations with the subject. It continues with the detailed description of the Methodology used and the explanation of the results found from the Observation made. And it ends with the application of the theory to the Collected date, the analysis of the Same and the establishment of conclusions product of this research exercise.
Key words: acquisition, learning, second language, maternal language, sociolinguistic variable. PRESENTATION
This research was conducted in two stages. The first, preparation and evaluation of the research project, from February to June of 2009 and the second, carrying out or commissioning research route, from August to November this year. It was divided into four main chapters. First, it generally explains what is meant by sociolinguistic, sociolinguistic factors and what are the most common at the time to learn a second language. Next, we briefly analyze the current political conditions of bilingualism in Colombia. In the next chapter describes and analyzes the institutional educational context, the sociolinguistic variables that are evident in the sample and the relationship with the current reality of national policies and their effect on learning English. In the last chapter proposes a method for teaching English, taking into account the sociolinguistic and ends with the conclusions. The theoretical framework is supported, firstly, by the theory of second language acquisition of Stephen Krashen and, secondly, by the contribution of the sociologist William Labov, who states that some of the social variables (gender, age, stratum socioeconómico, etc.) influyen en la producción lingüística de una comunidad de habla y de la misma forma en la adquisición de una segunda lengua. Las variables sociolingüísticas que se han establecido a través de las investigaciones son género, edad, clase social, etnia, estilo, red social, modo de vida, ambición social, nivel de instrucción.
MUESTRA Y POBLACIÓN
Este ejercicio investigativo se realizó en el Instituto de capacitación Futuro INCAF, Tocancipá, con diez estudiantes de ciclo tres, correspondiente a los cursos sexto y séptimo, de la jornada de la tarde, del día sábado, del bachillerato semi-presencial para adultos.
GOAL:
Describe how sociolinguistic factors influence the processes of learning English as a second language in high school students semi-presence of INCAFE Future Training Institute, based Tocancipá, whose native language is English, in a institutional educational context.
SPECIFIC OBJECTIVES To characterize the sociolinguistic variables that occur in the observed population.
Explain how each of the variables in the learning of English as a second language.
Determine the current political conditions of bilingualism (English-English) in Colombia.
METHODOLOGY AND TECHNIQUES USED
To achieve the proposed goals were made five visits to the school to talk with the rector, students observe the sample and apply the relevant instruments. There were field notes, surveys and interviews. You applied a workshop based on work by John Carroll on "fitness for foreign languages" and the MLAT, a test of aptitude for foreign languages \u200b\u200bto adults. "
DIFFICULTIES PRESENTED DURING THE INVESTIGATION
In this research there were no momentous difficulties due to the collaboration of students and policies observed the institution and the constant advice of Professor James Viveros, professor of academic space: Interdisciplinary Research II National Pedagogical University. RESULTS
• Proof of phonetic coding. The older students demonstrated greater difficulty in pronunciation and in imitation of sound. There were more errors in the production of sounds that differ from their native language.
• Proof of ability to learn by association. In this test that evaluates memory somehow, once again the age and educational and social context affect test results. Who brought not only lower results are older but who lasted longer without studying. Important aspect of the provision for learning a second language.
• Sensitivity tests grammar and inductive learning ability. In this test, students used the strategy of comparing the English with their mother tongue. This exercise was successfully completed by all students.
• Aside from the test results skill also highlights the importance of motivation as a factor in learning English. CONCLUSIONS
• Individual differences such as age, duration of learning, intellectual abilities, motivation, social sensitivity affect the acquisition of a second language the same way as sociolinguistic variables such as gender, social class and provenance.
• The current political conditions of bilingualism in Colombia are apparently well-made but lack a deep and sincere lift based on the reality of the country. The foreign language standards are not being met fully and less on semi-baccalaureate institutions for adults face.
ONLINE RESEARCH: SOCIOLINGUISTIC
ABSTRACT This paper seeks to make a reflection on sociolinguistic factors that affect the learning of English as a second in adults. Part of the brief statement and theoretical studies have been done on the subject. Continues with a detailed description of the methodology used and the explanation of the findings from the observation. And ends with the application of theory to data collected, their analysis and conclusions to be drawn as a result of this exercise investigative.
Keywords: acquisition, aprendizaje, second language, mother tongue, sociolinguistic variable. Abstract This work
Wants to Make a Reflection of around That Affect the learning aspect of the Inglês the second language in the adult people. It Begins with the brief enunciation of Theoretical bases and Studies That Have Made in Relations with the subject. It continues with the detailed description of the Methodology used and the explanation of the results found from the Observation made. And it ends with the application of the theory to the Collected date, the analysis of the Same and the establishment of conclusions product of this research exercise.
Key words: acquisition, learning, second language, maternal language, sociolinguistic variable. PRESENTATION
This research was conducted in two stages. The first, preparation and evaluation of the research project, from February to June of 2009 and the second, carrying out or commissioning research route, from August to November this year. It was divided into four main chapters. First, it generally explains what is meant by sociolinguistic, sociolinguistic factors and what are the most common at the time to learn a second language. Next, we briefly analyze the current political conditions of bilingualism in Colombia. In the next chapter describes and analyzes the institutional educational context, the sociolinguistic variables that are evident in the sample and the relationship with the current reality of national policies and their effect on learning English. In the last chapter proposes a method for teaching English, taking into account the sociolinguistic and ends with the conclusions. The theoretical framework is supported, firstly, by the theory of second language acquisition of Stephen Krashen and, secondly, by the contribution of the sociologist William Labov, who states that some of the social variables (gender, age, stratum socioeconómico, etc.) influyen en la producción lingüística de una comunidad de habla y de la misma forma en la adquisición de una segunda lengua. Las variables sociolingüísticas que se han establecido a través de las investigaciones son género, edad, clase social, etnia, estilo, red social, modo de vida, ambición social, nivel de instrucción.
MUESTRA Y POBLACIÓN
Este ejercicio investigativo se realizó en el Instituto de capacitación Futuro INCAF, Tocancipá, con diez estudiantes de ciclo tres, correspondiente a los cursos sexto y séptimo, de la jornada de la tarde, del día sábado, del bachillerato semi-presencial para adultos.
GOAL:
Describe how sociolinguistic factors influence the processes of learning English as a second language in high school students semi-presence of INCAFE Future Training Institute, based Tocancipá, whose native language is English, in a institutional educational context.
SPECIFIC OBJECTIVES To characterize the sociolinguistic variables that occur in the observed population.
Explain how each of the variables in the learning of English as a second language.
Determine the current political conditions of bilingualism (English-English) in Colombia.
METHODOLOGY AND TECHNIQUES USED
To achieve the proposed goals were made five visits to the school to talk with the rector, students observe the sample and apply the relevant instruments. There were field notes, surveys and interviews. You applied a workshop based on work by John Carroll on "fitness for foreign languages" and the MLAT, a test of aptitude for foreign languages \u200b\u200bto adults. "
DIFFICULTIES PRESENTED DURING THE INVESTIGATION
In this research there were no momentous difficulties due to the collaboration of students and policies observed the institution and the constant advice of Professor James Viveros, professor of academic space: Interdisciplinary Research II National Pedagogical University. RESULTS
• Proof of phonetic coding. The older students demonstrated greater difficulty in pronunciation and in imitation of sound. There were more errors in the production of sounds that differ from their native language.
• Proof of ability to learn by association. In this test that evaluates memory somehow, once again the age and educational and social context affect test results. Who brought not only lower results are older but who lasted longer without studying. Important aspect of the provision for learning a second language.
• Sensitivity tests grammar and inductive learning ability. In this test, students used the strategy of comparing the English with their mother tongue. This exercise was successfully completed by all students.
• Aside from the test results skill also highlights the importance of motivation as a factor in learning English. CONCLUSIONS
• Individual differences such as age, duration of learning, intellectual abilities, motivation, social sensitivity affect the acquisition of a second language the same way as sociolinguistic variables such as gender, social class and provenance.
• The current political conditions of bilingualism in Colombia are apparently well-made but lack a deep and sincere lift based on the reality of the country. The foreign language standards are not being met fully and less on semi-baccalaureate institutions for adults face.
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