Aspects That Involve The Mastery Of English Language Learning

Aspects that involve the mastery of English language learning

Summary

The present feasible research was intended to analyze the aspects that involve the mastery of English language learning, aimed at students of the seventh year of basic education in parallels "A" and "B" in the "Manuela Espejo" Educational Unit of the cantonLa Libertad Province of Santa Elena. Analyzing the variables: Self-esteem-sociocultural level- socioeconomic level, in the intervention and use of the English language. self – esteem is the most important variable that the student obtains in school performance, if the student’s self – esteem is high, there is a probability of reaching success, and if not, he will reach school dropout. The socioeconomic level is directly related to its sociocultural level and together they significantly influence English language. It was verified that most students with a low level of self – esteem;Likewise, socioeconomic and sociocultural suffer a learning deficit and mastery of the English language, while students who have a good level of self – esteem, socio -economic and sociocultural level are more prominent and therefore have better domain and learning of this foreign language.

Keywords: Self-esteem- Sociocultural Level- Socioeconomic Level- English Language Domain.

Introduction

Several decades ago, in Ecuador, the ability to handle several languages by students of all educational levels was almost nil, due to the low attention given to language teaching as a foreign language.

The learning of another language was not considered a necessary element within the educational curriculum. However, this reality changed significantly in 2014, when the government worried about channeling the learning of foreign languages in a better way.

"Education transforms lives and occupies the very center of the UNESCO mission, consisting of consolidating peace, eradicating poverty and promoting sustainable development" (UNESCO, 2017).

According to the development objectives for the millennium defined by the (UNESCO, 2012) the language is the center of human activity, self-expression and identity. Thus, recognize the importance that people attribute to language encourage the type of active participation that enables enduring results over time.

Argentine Teachers and Researchers Segura and Biava (2010) affirm in the same way, that the use of a foreign language, with an emphasis on English, has gone from being a privilege to be a necessity in the different productive sectors. The globalization process has been the main reason why English has acquired importance worldwide, to the point of being considered today as the universal language of business. Regarding English language education in Ecuador, this still occupies the lowest positions, despite the government’s efforts to give quality and warm education when learning a foreign language. Ecuador occupies the 65th position in the world ranking of the English language domain, according to the survey developed by EF Education First in 88 nations of the planet, which places it with a low level in the acquisition of this language (Pérez, 2018).

In the year (2004), Raúl Montes de Oca Rodríguez published a study called "self – esteem and English language: a first discussion" deals with the importance of the affective part in learning, in this case, of a foreign language like English. The evidence suggests that there is significant correlation between self – esteem and academic performance. Research suggests that there is a significant correlation between low self – esteem and the negative attitude towards learning a foreign language or between low self – esteem and the feeling of incompetence for the learning of that language.

“A low self – esteem or negative image of itself is associated not only with low academic performance, but also to self-destructive behaviors (…). A high self – esteem, on the contrary, leads to overcoming limitations ”(Rodríguez, 2004). In this way, educational centers have the duty to promote a climate of self-confidence in the classroom so that the student develops her abilities and skills when learning;Likewise, the socioeconomic level is directly related to its sociocultural level and together they significantly influence English language learning.

The English language has become an extremely useful tool in recent years in the work and social world. When learning a foreign language, spoken language is essential, since the structure of the system must go hand in hand with the sound system. Students need to know the significant characteristics of the language, in this case English, such as the order of words (Claudio, 2007). Since childhood, when entering preschool education, children are exposed to this foreign language with which it is not familiar, with the ultimate goal that at the end of their secondary education they can master this language at a communicational level, ideally.

We start from what it raises (Cataño, 1994) in the sense that bilingualism from the preschool level facilitates the learning of other languages, while developing the ability of abstraction, the interaction between linguistic and cultural skills, listening to it, adaptation, creativity and criteria.

In adolescence, group pressure determines self – esteem (Rodríguez, 2004).Therefore, teachers must ideally prepare class activities that lead to successful performance help improve self – esteem in that area.

Coca (2001), who did a job called "influence of the sociocultural environment on performance", where he analyzed the performance of primary school students belonging to three different socio -cultural levels. The purpose was to verify the influence of the different contexts on the maturation processes of the students through the basic cultural learning. The results find that environments are determinants in performance when measured with instruments sensitive to what we can establish as school intelligence.

Undoubted that there are always cases of more outstanding students who learn very easily, either for their cognitive abilities or for their real interest in the subject, as well as in all subjects, however, they are a minority. Generally, in a classroom with 40 students, between 3 and 5 students are the highlights in the field, and what about the rest? What are the causes of why others do not handle the language?

Given this problem Ecuador has made an agreement on November 22, 2019. The Minister of Education and the United States Ambassador signed a cooperation letter to support the strengthening of English language teaching in the country’s fiscal educational institutions. The objective of the agreement is to provide adequate pedagogical tools for teachers for teaching. The Embassy and the Ministry developed a strategy to offer professional development opportunities to English teachers in the Ecuadorian territory (Maria, 2019).

Methodology

The type of research is quantitative of an exploratory nature;since, it focuses on data collection to analyze hypothesis on variables: sociocultural level- self-esteem-socioeconomic level- that meditate the mastery of the English language. The study of our inquiry is non -experimental type. Non -experimental: because researchers have no control over the variables that are investigated. These data were already determined by the context and the history of each sample subject.

Population

The population used as a reference has been from 7th parallel basic students “Ay B” of the Manuela Espejo Educational Unit. The population and sample correspond to a total of 37 students.

Research questions

1.  What are the negative factors that prevent the mastery of the English language in students of the 7th basic of the Manuela Espejo Educational Unit?
2.  Does the self – esteem, sociocultural and socioeconomic level influence the learning of the English language in students of the 7th basic of the Manuela Espejo Educational Unit?

Hypothesis

H1. self – esteem plays an important role for the mastery of the English language and weighs more than the socioeconomic level.

H2. Colleges that have a higher sociocultural level also have a higher level of learning and English language mastery.

H3. At a higher level of self – esteem, the greater the learning of English as a foreign language in the students of 7th basic of the Manuela Espejo Educational Unit.

Variables:

• Self esteem
• Sociocultural level
• Socioeconomic level
• English language mastery

Procedures

To carry out the data collection work for this research, authorization was first requesting the educational establishment where the study was conducted. For the application of the instruments the physical environment was adapted within the room, ensuring that everyone was ordered and attentive to the instructions. Then, the instructions were clear and precise before each test, generating the instance to clarify any questions that could arise. The students answered a questionnaire of 5 closed questions, and the assigned time was 10 minutes.

Results

After the instruments applied and the students have finished the questionnaires, the test analysis was analyzed. The responses to the variables were related, and it was deduced that the aforementioned factors can have consequences in the student’s work and social life if measures are not taken with the negative aspects that prevent the learning of the English language. The research corresponds to the students of 7th parallel basic ¨A and B´´ of the Manuela Espejo Educational Unit. The sample corresponds to a total of 37 students. Table 1 refers to the number of students analyzed to obtain quantitative results. A 33% English percentage due due to low self – esteem in the two courses was also obtained, while good 67% results were obtained in both parallels because of a good level of self – esteem, as well as a good sociocultural leveland socioeconomic. That is, positivism and great self – esteem predominates.

conclusion

The learning domain of foreign languages in Ecuador has motivated that over the years and in different parts of the world different academics have sought responses to their theories about learning foreign language, or simply from learning, through research,which have been very useful to clarify the relationship between the learning of foreign languages and varied factors that have been considered influential in relation to this subject. The factors that represent a greater degree of incidence in the learning of the English language is self – esteem, which clearly implies a topic more than anything of a socio -economic level that unfortunately determines the lack of opportunities that children have to learn English. On the other hand, the sociocultural variable, contrary to what we estimated, demonstrated no incidence in the learning of the English language of the students of the 7th basic of the Manuela Espejo Educational Unit. Taking into account the above, institutions must have as much intention before a student who has self – esteem problems, since this can lead to a delay of learning and therefore a school dropout. Finally, it is worth mentioning that we consider that our research will be a great contribution to the educational community.

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