Linguistic theories for the proactive diagnosis of the learning of English as a foreign language
Keywords:
foreign language, mother tonge, english, fossilizationAbstract
The goal of this article was to share with the academic and scientific community the feasibility of implementing the linguistic theories: Contrastive Analysis, Error Analysis, the Interlanguage Hypothesis, Markedness, Language Universals and the Cognitive Code, which pinpoint the role of the native language in learning a foreign one, as they showed their validity as proactive diagnostic tools. In the search of information and the verification of the outcomes different methods were used, both from the empirical and theoretical levels like: analysis-synthesis, historical-logical, abstraction-generalization, analysis of documents, interviews, surveys, class observations and proactive exercises in order to diagnose and corroborate the feasibility of the proposal. The reference theories showed high degree of reliability through the implementation of didactic strategies that allowed the avoidance of either pronunciation or grammar frequent systemic errors. Finally, these outcomes have been shown up in methodological sessions from the discipline up to the career staff levels and made evident that the Structural Approach to foreign language learning, which evaluates the native language as a barrier, needs a new glance.
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References
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