Obstáculos en el aprendizaje del inglés como lengua extranjera en dos grupos de la población bogotana

Abstract

In this research, there are emotional factors considered as obstacles that are described and studied in this investigative work. Factors that one way or another they show greater influence in the English learning process as a foreign language. This is a descriptive and exploratory study as well as alternate research carried out a sample of 60 students between 12 and 18 years old and, 60 adults with a range of age between 45 and 60 years old. The results show that students have not been trained to properly handle the negative emotions that come up from unpleasant experiences during the learning process so that these emotions become an obstacle in English learning process too. From the work it is concluded that the emotional factors are as decisive in this process as the cognitive. Therefore it is necessary to take into account the principles arising from emotional intelligence theory in the development of school and university curriculum. English teachers and students should be trained in the handling of resilient skills so the negative impact of the emotions be diminished in the learning of the language. Also is expected that in upcoming research be developed strategies based on the postulates of emotional education to move Colombia forward bilingualism processes achieving greater competitiveness in the current globalized world both in the labour market and in education.