The role of Spanish (l1) in English as a foreign language (efl) classrooms teachers and students perspectives Jairo Joel, Estrella Criollo y Danny Andrés, Gutiérrez Guanoluisa

By:

Estrella Criollo, Jairo Joel

Contributor(s):

Danny Andrés, Gutiérrez Guanoluisa

Material type: Text

TextEcuador :Latacunga ;Extensión Pujilí ; Universidad Técnica de Cotopaxi ; 2023Description: 70 páginas ; 30 cmContent type:

texto

Media type:

no mediado

Carrier type:

volumen

Subject(s):

PRODUCCIÓN DEL IDIOMA INGLÉS ADQUISICIÓN DEL IDIOMA APRENDIZAJE DE IDIOMAS IDIOMA NATIVO

DDC classification:

PROYECTO 370 E823th

Online resources:

Documento

Contents:

1. General Information. 2. Problem Statement. 3. Objectives. 4. Activities and Task System in Relation to the Objectives Proposed. 5. Justification. 6. Scientific and Technical Foundation. 7. Methodology. 8. Analysis and Discussion of Results. 9. Research Impacts. 10. Conclusions and Recommendations. 11. References. 12. Appendices

Dissertation note: Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Sonia Castro ; Dir. Summary: The exclusive use of the English language (L2) to interact in the English as a Foreign Language classroom has been a controversial subject. The investigation problem is that students feel confusion when the teachers talk only in English. As a result, they are not able to follow the instructions or understand the lessons correctly. They understand only some parts of the lessons or instructions. So then, they have difficulties completing the activities or understanding the topic. This research has the purpose to analyze the use of the Spanish language (L1) in EFL classrooms, based on the criteria and perspectives of teachers and students, determining the role that L1 plays in the English language (L2) teaching-learning process. The study had a qualitative approach and followed the parameters of the multiple case study methodology. The use of Spanish (L1) during the instructional period of the English class was compared by observing six lessons, and a survey was applied to teachers and students. The participants were 10 teachers and 37 students from two high schools belonging to Pujilí. The results showed that the role of Spanish (L1) in the English classroom is to provide permanent assistance to the adequate understanding of English language (L2), and on occasions, it serves as a referential guide to deduce certain aspects of L2. Furthermore, the investigation concludes that there are serious difficulties in the foreign language (L2) production, making that the interaction becomes a challenge that teachers and students face in each class. For this reason, both must work towards strengthening and generating new knowledge; the native language (L1) can be an important tool that contributes to achieving this goal.

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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Tesis	Biblioteca Pujilí PEDAGOGÍA DE LOS IDIOMAS / PUJILÍ	Colección / Fondo / Acervo / Resguardo	PROYECTO 370 E823th (Browse shelf(Opens below))	Ej.1	Available		PP-000188

Incluye CD-Rom y Anexos.

Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Sonia Castro ; Dir.

LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.

The exclusive use of the English language (L2) to interact in the English as a Foreign Language classroom has been a controversial subject. The investigation problem is that students feel confusion when the teachers talk only in English. As a result, they are not able to follow the instructions or understand the lessons correctly. They understand only some parts of the lessons or instructions. So then, they have difficulties completing the activities or understanding the topic. This research has the purpose to analyze the use of the Spanish language (L1) in EFL classrooms, based on the criteria and perspectives of teachers and students, determining the role that L1 plays in the English language (L2) teaching-learning process. The study had a qualitative approach and followed the parameters of the multiple case study methodology. The use of Spanish (L1) during the instructional period of the English class was compared by observing six lessons, and a survey was applied to teachers and students. The participants were 10 teachers and 37 students from two high schools belonging to Pujilí. The results showed that the role of Spanish (L1) in the English classroom is to provide permanent assistance to the adequate understanding of English language (L2), and on occasions, it serves as a referential guide to deduce certain aspects of L2. Furthermore, the investigation concludes that there are serious difficulties in the foreign language (L2) production, making that the interaction becomes a challenge that teachers and students face in each class. For this reason, both must work towards strengthening and generating new knowledge; the native language (L1) can be an important tool that contributes to achieving this goal.