Aprendizaje significativo del inglés en la edad adulta
This academic article was based on the thesis project that was carried out in an informal educational context where the research teachers did their teaching practicum during three semesters. The Saturday school program was organized by ASE foundation an institution where language classes are given t...
| Autor Principal: | Muñoz Espitia, Jenny Milena |
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| Otros Autores: | García Sandoval, Luis Carlos |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Lengua Castellana, Inglés y Francés (Lenguas Modernas).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18444 |
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| Sumario: |
This academic article was based on the thesis project that was carried out in an informal educational context where the research teachers did their teaching practicum during three semesters. The Saturday school program was organized by ASE foundation an institution where language classes are given to children, adolescents and adults. This research project aims to explore teaching English as a foreign language to twelve adult learners over forty years old. This is an under-researched topic; the research teachers identified a gap in the literature of this area and hope the findings of this study will contribute to the existing literature to improve the theories of teaching English as a foreign language in adult education.
This research project employed qualitative-descriptive method based on Hernández, R.; Fernández, C. & Baptista, P. (2010) and Hurtado de Barrera (2010), in order to provide in-depth and comprehensive summarization of the phenomena. All the data was collected in a survey and an analysis matrix, both designed with specific questions and categories to obtain important information about the topic of research. One of the most important finding of this research was that motivation plays an important role in foreign language acquisition of adult learners based on Fernández (2000); on the other hand, it is relevant have meaningful context of learning. This creates a connection between what the adult know and what he is learning. The pedagogical implications provided suggestions on the use of strategies in teaching English as a foreign language to adult learners in similar informal contexts. For instance, some important concerns that contribute to the learning process are the autonomous learning, learning by discovery, construction of learning, learning based on the content and the cooperative learning.
Key words: educational strategies, English language as a foreign language, andragogy and informal education |
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