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    Phase 2 - Raquel Sofia Peralta Valencia

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    Raquel Peralta
    The document summarizes a web conference for the second phase of a foreign language acquisition course. It outlines the steps and requirements for the theoretical and practical parts of phase 2, including submitting necessary documents to DRIVE and completing 32 hours of practice divided in a certain way. It also includes the student's responses to a questionnaire about English language learning and proposes discussing the role of age in learning, use of Spanish in the classroom, and the best learning methods.

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    Phase 2 - Raquel Sofia Peralta Valencia

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    Raquel Peralta
    19 views11 pages
    The document summarizes a web conference for the second phase of a foreign language acquisition course. It outlines the steps and requirements for the theoretical and practical parts of phase 2, including submitting necessary documents to DRIVE and completing 32 hours of practice divided in a certain way. It also includes the student's responses to a questionnaire about English language learning and proposes discussing the role of age in learning, use of Spanish in the classroom, and the best learning methods.

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    518015 - Phase 2 – Raquel Sofia Peralta Valencia

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    The document summarizes a web conference for the second phase of a foreign language acquisition course. It outlines the steps and requirements for the theoretical and practical parts of phase 2, including submitting necessary documents to DRIVE and completing 32 hours of practice divided in a certain way. It also includes the student's responses to a questionnaire about English language learning and proposes discussing the role of age in learning, use of Spanish in the classroom, and the best learning methods.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views11 pages

    Phase 2 - Raquel Sofia Peralta Valencia

    Uploaded by

    Raquel Peralta
    The document summarizes a web conference for the second phase of a foreign language acquisition course. It outlines the steps and requirements for the theoretical and practical parts of phase 2, including submitting necessary documents to DRIVE and completing 32 hours of practice divided in a certain way. It also includes the student's responses to a questionnaire about English language learning and proposes discussing the role of age in learning, use of Spanish in the classroom, and the best learning methods.

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    1

    Phase 2 – Observation Practice

    Raquel Sofia Peralta Valencia, Código 1004702304

    Escuela de Ciencias de la Educación, Universidad Nacional Abierta y a Distancia-UNAD

    Foreign Language Acquisition and Learning 518015_36

    Tutor Diego Humberto Olarte

    11 de Octubre de 2022
    2

    Introduction

    In this document you will find several important things that were said on the web-

    conference.

    Then there will be the questionnaire with the answers and the proposal. At the end

    the references.

    The main purpose that you will see in this document is to identify some

    shortcomings related to the English language education and/or to the learning process.
    3

    Summary of the web conference

    Among the things that this web conference has is the date for the phase 2.

    Explanation of the steps for the theoretical part of phase 2.

    Explanation about the practical part. Student must have ARL certificate affiliation

    and presentation letter. The work plan, field diary and format of attendance at the practice

    site must be taken into account.

    You must upload to the DRIVE the respective necessary documents. As it was in

    one of the slides presented on the web conference, the “plan de trabajo must include 32

    hours” Those hours need to be divided in a certain way.

    Questionnaire
    4
    5
    6
    7

    Proposal

    I would like to talk about three things, the first one is if the age has a very important

    role in the English learning, the second is if the use of Spanish is good or bad in the

    classroom when we are learning English and the third one, what is for me the best method

    to learn English.

    From my experience I think that many students in our days still struggle a lot when

    learning English although we have internet, and we could say that we can learn more easily

    a second language than in the ancient times.

    But why is it? Well, although we have modern things to learn English, many

    students are still not self-taught, and often only take what they are taught in class.

    “A selfdirected learner is one who can take his or her learning beyond the confines

    of the classroom
    8

    and many studies have shown the gains these learners achieve compared to those

    who do not

    go beyond the classroom tasks (Alghamdi, 2016; Cotterall, 2008; Gan et al., 2004).”

    (Thomas, M., & Janosy, R. (2020).)

    As we read in the previous reference, in my opinion is a lot better when students go

    further the classroom using more materials to learn English, this allows them to advance

    faster if they know how to use the different resources that internet offers to learn English.

    Another problem is that in several cases, for learners that are starting to learn

    english, the teachers do not use Spanish in the classes because they think that it’s better if

    the students hear just in english or the majority in english, but I think that this can be hard

    for students and can even cause frustration on them. Also, there are certain subjects that are

    better to explain in Spanish in order for students to comprehend what is about.

    “Currently, the use of the L1 in the L2 classroom already has both theoretical and

    empirical postulates in its favor (Auerbach, 1993; Bozorgian & Fallahpour, 2015; Du,

    2016; Harmer, 2001; Kayaoğlu, 2012; Khati, 2011; Levine, 2014; Liao, 2006; Nation,

    2003; Ostovar-Namaghi & Norouzi, 2015; Yildiz & Yeşilyurt, 2016), which show that a

    reasonable use of the L1 during the teaching-learning process of the L2 can, among other

    things:

    Facilitate the understanding and learning of new vocabulary.

    Be useful to perform contrastive analysis between both languages.

    Explain and clarify L2 grammar rules explicitly.


    9

    Verify the understanding of contents, tasks, and activities.

    Explain and correct errors and mistakes made by students.

    Reduce anxiety levels in students.

    Maintain the flow of the class by optimizing the times used to explain tasks and

    activities, contributing to the classroom management.

    Enhance the autonomy of students during tasks and activities.

    Enhance the metacognitive processes involved when using both languages.”

    (Donoso, E. (2020).)

    Now, talking about the age to learn english, I consider that on early ages the

    capacity of retention is often better, but this doesn’t mean that an older person can not learn

    a second language just because of his or her age; I consider that with the appropriate

    method, an older person can also learn a language, but this will require patience and

    perseverance.

    What is my proposal in order to learn and acquire better the english language?

    First, to be self-taught and learn by hearing, reading and watching english and

    english conversations. This will require of motivation, persistence, and time, but if the

    student is persistent, he or she are going to achieve a better english level.

    Second, if a teacher is teaching to people that are starting to learn english, to use the

    Spanish in order for the students don’t get frustrated and little by little, start using more and

    more English in class. For terms that are difficult to understand, if is necessary, to use

    Spanish to explain better, and this is not just for begginers.


    10

    Third, to be patient with older people that start learning English and encourage them

    to continue learning for them to not get frustrated or become discouraged.

    As obstacles we could find that people do not have the willingness to learn, practice

    and be self-taught.

    There could also be teachers who do not consider the use of Spanish in English

    classes as good.

    As conclusion, although the age can be considerate as a problem to learn English, if

    the person use the correct method, has patience and is perseverant, can learn. Also, is it

    very important to be autodidact and also make a good use of the internet to learn English.

    And for the teachers, not to be afraid of use Spanish also in English classes if beginners

    need it of inclusive if non beginners need it to understand a certain term better.


    11

    References

    Donoso, E. (2020). Using Spanish in English language Chilean classrooms? Perspectives

    from EFL teacher trainees. Profile Issues in TeachersProfessional Development,

    22(1), 93-107. http://www.scielo.org.co/scielo.php?pid=S1657-

    07902020000100093&script=sci_arttext&tlng=en

    Monica Delrosario Guillen Ramirez. (06 de septiembre de 2022). 2nd web conference –

    FLAL [Video]. Youtube. https://www.youtube.com/watch?v=ne9dGhx_SiU

    Thomas, M., & Janosy, R. (2020). Self-taught language learners in China and their learning

    strategies: A multiple, instrumental case study of approaches in contextual

    situations. Asian EFL Journal, 24(2), 136-161.

    http://researchonline.ljmu.ac.uk/id/eprint/11999/

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