sociolinguistic FACTORS AFFECT THE LEARNING OF ENGLISH AS A SECOND LANGUAGE
FACTORS THAT AFFECT THE sociolinguistic OF LEARNING AS A SECOND LANGUAGE ESPAÑOL IN ADULTS
Yanid SANDRA CALVO MURCIA
ONLINE RESEARCH: SOCIOLINGUISTIC SUMMARY
This work aims to make a reflection on sociolinguistic factors that affect learning 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 research exercise.
Keywords: acquisition, learning, second language, mother tongue, sociolinguistic variable.
ABSTRACT
This work wants to make a reflection around the aspects that affect the learning of the English as a second language in adult people. It begins with the brief enunciation of theoretical bases and studies that have made in relation with the subject. It continues with the detailed description of the used methodology and the explanation of the results found from the made observation. And it finalizes with the application of the theory to the collected data, 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.
PRESENTACIÓN
Esta investigación se desarrolló en dos etapas. 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. The following chapter describes and analyzes the institutional educational context, the sociolinguistic evidence that 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, socioeconomic status , etc.) influence language production of a speech community and in the same way acquisition a second language. Sociolinguistic variables that have been established through research are gender, age, social class, ethnicity, style, social network, lifestyle, social ambition, level of education. SAMPLE AND POPULATION
This research exercise was conducted in the Future Training Institute INCAFE, Tocancipá, ten graduate students three courses for sixth and seventh day of the week, on Saturday, high school semi-face adult.
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 an educational institution. SPECIFIC OBJECTIVES
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 institution educational to talk to 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 the directors of the institution observed and the constant advice of Professor James Viveros, professor of academic space: Interdisciplinary Research II National Pedagogical University. RESULTS
Proof of phonetic encoding . 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 took lower results are not only older but also those who lasted longer without studying. Relevant aspect of learning readiness a second language.
Proof of grammatical sensitivity and skill inductive learning. In this test, students used the strategy of comparing the English with their mother tongue. This exercise was successfully completed by all students.
· Apart from the result of skill tests also highlight the importance of motivation as a factor in learning English. CONCLUSIONS
· Differences individual such as age, duration of learning, intellectual abilities, motivation, social awareness affect the acquisition of a second language the same way 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.
0 comments:
Post a Comment