Problems in the acquisition of english as a foreign language in tenth grade in Técnico Salesiano high school

Abstract

According to the Ministry of Education of Ecuador, the curriculum of English for eighth, ninth, and tenth years of Educación General Básicais characterized by two main features: First, focus on real-world contexts: Students will have to use the language productively when speaking and writing and receptively when listening and reading outside the classroom while showing that they possess the necessary skills for communication in everyday contexts. Second, the relationship of language forms, such as grammar, vocabulary, and pronunciation, with the function (use): “Language techniques are designed to engage learners in the authentic, functional use of language for meaningful purposes” (Brown, 2007, p.46) supported by knowledge of the language structures. As a result of the above mentioned approach to English language teaching and learning, it is expected that Ecuadorian students in the public educational system will be able to achieve meaningful objectives, such as accessing information published in English in different fields. Some theories will help to accomplish our objectives, such as Constructivism, which is basically based on observation and scientific study about how people learn,the Cognitive evaluation theory, which suggests three views of learning: quantitative, qualitative, and behaviorist; finally, the Multiple Intelligence theory, in which the teacher’s methodology serves as a foil for reflection about conscious awareness of their actions during the teaching-learning process.