Causes of the university of Cuenca´s english language and literature school´s graduates faulty pronunciation and possibe solutions

Abstract:

The English School´s goal is students achieve English proficiency, not only in academic field, but in real life; however, I´ve noticed the majority of them have deficiency in oral communication, asking me Why after having approved four years of linguistic study, they´re unable to use English competently? I based my hypotheses on students´age and enviroment. My objectives're (1) explore the causes of this problem, and (2) find solutions to this problem. To achieve my objectives, I focused on three components of teaching-learning process, (learner-teacher-social context) with the purpose of determining the influence these components on learning of EFL. I've divided my work into four Chapters. Chapter One "Learning a Foreign Language;" study of nature of language compared to learning of a foreign language. I've also studied purposes for learning a foreign language; explaining differences between acquisition' and learning.' Chapter Two "Factors teaching-learning Process. Concerning students' internal factors (attitude, motivation, aptitude, intelligence, age, personality) how these factors impact on their learning. Regarding teachers, aptitudes, attitudes, preparation, methodology, and the way they favor or hinder the students' learning. I also analyzed how social context impacts on language learning. Chapter Three, "Factors affecting Foreign Language Learning." An overview of the most common language learning problems; problems students face learning a foreign language, and a classification of the factors affecting learning. Chapter Four, I connect theory with our reality by using the data gathering technique. A statistical analysis to demonstrate scientifically my hypotheses. The results state my conclusions and solutions

Año de publicación:

2014

Keywords:

• PRONUNCIACION
• Enseñanza Del Ingles
• aprendizaje

Fuente:

rraae