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UNIVERSIDAD DA VINCI
FACULTAD DE EDUCACIÓN
MAESTRIA EN ENSEÑANZA DEL INGLES

1. FUNDAMENTOS DE LA LENGUA INGLESA Y DE LA LINGÜÍSTICA APLICADA

CLAUDIA MARCELA DUARTE NUÑEZ

COLOMBIA, 2024
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2. Table of Contest

A. TITLE PAGE……………………………………………………… 1

B. TABLE OF CONTEST…………………………………………….2

C. INTRODUCTION…………………………………………………..3

D. THEORETICAL INFORMATION…………………………………4-7

E. CONCLUSION……………………………………………………..8
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1. Introduction

Using different theories in second language acquisition will help us to understand the

success or failure of our learners' learning. We must keep in mind that to identify these theories

we need to know them and recognize the importance of using them in our teaching. Our work

will consist of studying a group of students and analyzing the characteristics of a second

language, identifying their learning processes as well as the theories that have been favourable

support in their teaching.

I believed that it was not necessary to use theories in the teaching of a second language,

because I now understand the importance of basing my teaching on theories and teachings of

people who through their experience have generated excellent support for the new generations

that have been teaching a second language.

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2. Theoretical information

Teaching English as a second language has evolved, going through various theories and

pedagogical approaches. Each approach has influenced language acquisition differently, with

both positive and negative outcomes. How the most prominent theories in English language

teaching have affected English language acquisition, analyzing both their successes and

failures. The education of the nation’s more than 5 million English learners (Goldberg, 2008)

depends on the delivery of academically rigorous and linguistically appropriate instruction by

their teachers. While the need to provide this type of instruction for all English learners is critical,

it is imperative for English learners at the K-12 level. K-12 English learners have the dual

urgency to acquire English proficiency while simultaneously mastering the increasingly complex

requirements for high school graduation. As such, it limits the review of instructional practices to

those that have been most influential in the development of second language teaching as it is

practiced today. (The CATESOL Journal 22.1 • 2010/201).

Employing different methods, among which we can highlight the traditional method focus is

the memorization of grammatical rules and the translation of texts, I have been able to verify that

the process of translation not only has the objective of teaching vocabulary and structure but

also familiarizing the student with the cultural and linguistic differences between the two

languages, Unfortunately, the oral interaction is very null since the students do not feel confident

and there is a fear of making mistakes and also a focus on memorization and repetition of

grammar rules can lead to boredom for students, especially if they do not see how what they are

learning applies to practical communication. Lack of interactive activities or task-based learning

can demotivate students, hindering their progress.

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Another method I have used is audiolingual, in which I have focused on repetition and

memorization through dialogue patterns and grammatical structures this method is useful for

acquiring basic oral skills however, its mechanistic approach and lack of emphasis on

comprehension and creativity limit its effectiveness in developing competent speakers who can

use the language flexibly and spontaneously in real-life situations. The Audiolingual Method was

widely adopted in the U.S. and Canada and served as the principal approach to foreign

language teaching in the 1960s. The method's decline in the late 1960s and early 1970s was

brought about by two factors. First, linguist Noam Chomsky questioned the theoretical basis for

the method, particularly the assumption that external conditioning could account for all language

learning (Chomsky, 1959). Second, some language teachers and students experienced

frustration with the method's avoidance of grammar explanations, its heavy emphasis on rote

memorization and drilling, and its failure to produce conversational ability in the foreign language

(Hadley, 2001). These developments led to the eventual abandonment of the method, although

some of its practices, such as dialogue learning and pattern drills, continue to be used in some

foreign language programs.

Constructivism, particularly Vygotsky's social constructivism, is where learners can

accomplish a task independently only within their ZPD but can accomplish more with guidance

or in collaboration with more knowledgeable peers (scaffolding). The cognitivist theory, which

challenges behaviourism, introduces the concept of a thinking mind (Pritchard, 2014). This

theory is understood as a process of active construction whereby each individual makes sense

of new information in their mind by mapping it onto their existing knowledge and understanding.

In other words, they learn by relating new experiences to what they already know (Pritchard,

2014).

I have worked on Collaborative Learning where second language learners benefit greatly from

group work, peer discussions, and collaborative projects. These activities allow students to
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practice using the language in social contexts, which is essential as they can learn through

social interaction. In addition, as a teacher, I help my students build through temporary support,

and then they will learn to do it independently.

ZPD, for example, I as a teacher may realize that a student is not yet able to form complex

sentences independently, but can do so with help. I set up appropriate times, push him toward

his ZPD, and help him progress.

In reading, I have used the bottom-up theory (decoding model), in which students have begun

to learn letter and phoneme recognition (individual sound recognition) and then construct

meaning based on word recognition.

Working with a group of students who have zero English proficiency, I have been able to

develop reading skills through this theory. One problem I've seen in using this theory is that

stages of language learning, particularly for developing skills particularly for building foundational

skills in reading and word recognition, have several limitations that can result in reading failure

for more advanced learners or in more complex reading situations. Its focus on decoding can

hinder comprehension, fluency, and deeper engagement with texts. To overcome these

limitations, a more balanced approach that integrates both bottom-up decoding) and top-down

(contextual, inferential) strategies, as well as fostering reading comprehension and fluency, are

often necessary.

The Top-Down Theory (Comprehension Model), it is another theory that I have used with

higher levels of knowledge since this theory focuses on the reader's prior knowledge,

predictions, and expectations when approaching a text. According to this model, readers use

their prior knowledge, context, and language comprehension to make sense of the text, rather

than simply decoding it word for word. One potential problem with the Top-Down model is that it

assumes readers have sufficient prior knowledge of the subject matter to make predictions and
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infer meaning. For readers who lack the necessary background knowledge or context, this

approach can fail to provide accurate or deep comprehension. Top-down processing, on the

other hand, occurs as the system makes general predictions based on higher-level, general

schemata and then searches the input for information to fit into these partially satisfied, higher-

ordered schemata. Top-down processing is, therefore, called conceptually-driven processing.

The process starts from whole to parts (Rumelhart, 1980; Carrell & Eisterhold, 1988).

if readers rely too heavily on predictions and context, they might misinterpret the text,

especially if their predictions are incorrect or the context is misleading. This can lead to

misunderstanding or skewed interpretations of the text.

The approach can be challenging for beginning readers or for students who have not yet

developed strong word recognition skills. If the reader has not mastered phonics or decoding, he

or she may have difficulty reading the text accurately, even if he or she understands the overall

context.

In summary, no single theory can fully explain the success or failure of language learners. It's

often a combination of factors, including individual learner characteristics, teaching methods,

and the learning environment. Understanding these theories helps tailor approaches to meet the

diverse needs of language students.

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3. CONCLUSION

Teaching English is essential today due to its global importance as a language of international

communication.

It is vitally important to have an adequate and correct teaching process so that we can see the

expected outcome planned. As teachers, we must prioritize our students and make them see the

importance of learning English. In a globalized world, it helps us to improve job opportunities,

facilitate communication with people from different international cultures, and it helps to expand

the possibilities of education and training abroad. As teachers, we have the task of preparing

and teaching our students through study tools, theories, and learning styles, which will be a

support to see effective results at the time of teaching.

Globalization has led to an increasing demand for English language skills worldwide,

particularly in non-native English-speaking countries. This has resulted in the need for trained

spoken English teachers who can effectively teach English as a second language to non-native

speakers. Training of spoken English teachers has become an important aspect of globalization,

as it involves preparing teachers to teach English as a global language, which includes the

cultural, social, and linguistic aspects of the language. (Murad Hassan Sawalmeh1 & Manna

De).

A study by Borg (2011) highlights the importance of teacher cognition in language teaching,

stating that teacher beliefs, attitudes, and knowledge play a significant role in shaping their

instructional practices. Similarly, Johnson (2017) emphasizes the need for language teacher

education programs to integrate domain-specific competencies into their curricula to prepare

teachers adequately for teaching EFL/ESL. Moreover, the role of emotions in language learning
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and teaching is critical, as highlighted by Dewaele and MacIntyre (2019), who argue that

teachers need to be aware of their own emotions and those of their students to create a positive

learning environment. In addition, the impact of globalization on English language teaching has

been widely discussed in recent years. McKay and Bokhorst-Heng (2008) highlight the need for

English language teaching to be culturally sensitive, as English is increasingly being used as a

lingua franca across cultures. Finally, Freeman (2018) argues that language teacher education

programs need to focus on developing reflective practitioners who can critically analyze their

instructional practices and adapt them to the changing needs of learners.

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4. BIBLIOGRAPHY

Murad Hassan Sawalmeh1 & Manna De(2023). Globalization and the increasing demand for

spoken English teachers. Research Journal in Advanced Humanities 47, p. 47-56.

https://www.researchgate.net/publication/377424071_Globalization_and_the_increasing_deman

d_for_spoken_English_teachers.

Murad Hassan Sawalmeh1 & Manna De(2023). Globalization and the increasing demand for

spoken English teachers. Research Journal in Advanced Humanities 50, p. 47-56.

https://www.researchgate.net/publication/377424071_Globalization_and_the_increasing_deman

d_for_spoken_English_teachers

Margi Wald and Mark Roberge(2010-2011).The Catesol Journey.The status of ESL

professionals in k-12 education. 7, p. 7-10.

http://www.catesoljournal.org/wp-content/uploads/2014/06/CJ22_cadiero-kaplan.pdf

Margi Wald and Mark Roberge(2010-2011).The Catesol Journey. Theory to Practice for

Teachers

of English Learners, p. 1-30.

http://www.catesoljournal.org/wp-content/uploads/2014/06/CJ22_cadiero-kaplan.pdfhttp.
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Binoy Barman.The Linguistic Philosophy of Noam Chomsky.Philosophy and Progress 51(1-

2).https://www.researchgate.net/publication/270111114_The_Linguistic_Philosophy_of_Noam_

Chomsky.

Kaya Yilmaz,.The Cognitive Perspective on Learning: Its Theoretical Underpinnings and

Implications for Classroom Practices.p 204-212.

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_Its_Theoretical_Underpinnings_and_Implications_for_Classroom_Practices.

Maria Novary Ngabut. Reading theories and reading comprehension.(2015).Journal on

English as a Foreign Language

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