The incidence of economic status, context of learning, and attitudes towards language learning on the language proficiency of adult students from advanced English courses at CENIUES.
Learning a language and successfully putting it into practice is part of the individual‟s growth and depends on many aspects surrounding the learners‟ proficiency, which is reflected by the speaker‟s performance in a given language. In fact, students‟ socioeconomic status, context of learning, and a...
Պահպանված է:
| Հիմնական հեղինակներ: | , , , , |
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| Ձևաչափ: | Թեզիս |
| Լեզու: | es_SV |
| Հրապարակվել է: |
2024
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| Խորագրեր: | |
| Առցանց հասանելիություն: | https://hdl.handle.net/20.500.14492/13357 |
| Ցուցիչներ: |
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
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| Ամփոփում: | Learning a language and successfully putting it into practice is part of the individual‟s growth and depends on many aspects surrounding the learners‟ proficiency, which is reflected by the speaker‟s performance in a given language. In fact, students‟ socioeconomic status, context of learning, and attitudes towards the language learning process are social demographic issues that have been regarded as factors that have an incidence on the students‟ proficiency (Ellis, 2003). As a matter of fact, during the two last decades longitudinal and small-scale studies have been carried out in at least 29 high and low- income countries, reflecting the relevance of this phenomenon (Heyneman & Loxley, 1983). Outcomes derived from these studies indicate that students‟ social backgrounds play an influential role on their language proficiency. Consequently, it would be misleading to overlook students‟ social demographic issues when determining the causes of their language attainment. |
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