Problems learning english?

TITLE OF THE TOPIC:

PROBLEMS LEARNING ENGLISH

STUDENT'S FULL NAME:

NAME OF THE INSTITUTION:

COURSE:

NAME OF THE INSTRUCTOR:

DATE:

TITLE OF THE TOPIC:

PROBLEMS LEARNING ENGLISH

STUDENT'S FULL NAME:

NAME OF THE INSTRUCTOR:

NAME OF THE INSTITUTION:

SUBJECT:

DATE:

TABLE OF CONTENTS

OBJECTIVES 1

General Objective 2

 Specific Objectives 3

PROBLEMS LEARNING ENGLISH? 4

COMPONENTS OF THE TEACHING-LEARNING PROCESS.

The Role Of The Teacher        5

The Role Of The Student        6

10 Common Problems When Learning English:        7

This Is An Overview Of Learning English As A Foreign Language.        8

Language Learning Strategies        11

Internal Factors Influencing English Learning        12

Learning Styles        15

Learning Strategies        17

External Factors        18

Acquiring/Learning Languages At Early Ages        19

Improving English Learning        19

Listening and Imitation:        19

Recording and Reviewing:        20

Phonetic Alphabet:        20

Use of Dictionaries:        20

ANEXOS        21

SURVEY        21

GRAPHICS        24

CONCLUSIONS        26

REFERENCE BIBLIOGRAPHICAL        27

OBJECTIVES

General Objective

To identify, describe, and explain the causes, consequences, and solutions to difficulties in learning English and the process of acquiring the English language as a second language.

Specific Objectives

• Understand the causes and why learning English is challenging.
• Define methodological strategies to enhance English teaching and learning using Multiple Intelligences.
• Provide a strong foundation in English to help children acquire communicative skills, vocabulary, and pronunciation.
• Understand the factors influencing learning English as a second language.
• Identify the causes and factors that influence the problems of learning English
• Establish what are the problems of teaching English in the educational system

PROBLEMS LEARNING ENGLISH?

English has been considered the most widely used language in the world, which is why many educational institutions include it in their curriculum. When speaking about English as a foreign language, it refers to learning a language different from one's native language, and one that is not used in the student's daily life and activities (Mei, 2008).

The process of learning English as a foreign language usually takes place within the classroom, where various controlled activities are carried out. Despite this process being largely educational, students can achieve a high level of English language development (Ministry of National Education of the Republic of Colombia, 2006).

In the teaching and learning process of the English language, the teacher and the student are two of the most important elements, on which the proper or poor development of this process largely depends, aiming primarily for communicative purposes.

These two components play a fundamental role. One depends on the other, and when one of them does not fulfill its function properly, the teaching-learning process does not achieve the expected results.

COMPONENTS OF THE TEACHING-LEARNING PROCESS.

The role of the teacher

The teacher used to be considered the sole owner of knowledge, whose function was solely to transmit it (Hernández & Valdez, 2010). However, nowadays, due to significant advances in science and technology, this role has changed from being dominant and imposing to being accessible and guiding the process of teaching and learning English, using numerous strategies to develop students' communicative abilities (Guevara, 2000).

The role of the student

The student represents the most important component in the teaching and learning process of the English language, as they will ultimately demonstrate the learning results. The role of the student has changed to become more active, responsible for the level of language skill development. Students need to take more initiative within the classroom (Ordorica, 2010).

Applying new methodological processes that help achieve the primary goal of learning, which demands this new society, the development of communicative competence. According to Hernández (2000), "the 70s have given birth to a more innovative language teaching method" (p. 148), which is the communicative method.

This method primarily aims to develop the student's ability to interact in any situation they encounter in their daily life, both formal and informal, scientific and academic, thus enhancing their communicative skills in English through activities that simulate real-life situations in the classroom (Luna, Ortiz, & Rey-Rivas, 2014).

According to this method, the most important thing is to develop the student's communicative competence in English, meaning they can use the language they are learning. As stated by Luzón and Soria (n.d.), regarding the communicative method, "it is not just about students acquiring a certain linguistic system, but about their ability to use it in an appropriate and effective way" (p. 42). Furthermore, within the communicative method, one of the most significant aspects is that the teacher's role shifts from being imposing to collaborative, allowing the student to take a more active role in the learning process.

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