Chomsky (1959) argues that behaviorism cannot provide sufficient explanations for children’s language learning. Instead, he states that the language children are exposed to, include false starts, incomplete sentences and slips of the tongue, and yet they learn to distinguish between grammatical and ungrammatical sentences. Children are by no means, systematically corrected, or instructed on language by parents, but somehow they manage to conjugate the verbs and later fossilize the new words.
On the other hand, according to Krashen (1981), learners learn parts of the language in a predictable order. For any given language, certain grammatical structures are discovered early, while others are ...view middle of the document...
In language training this may be particularly important since in order to take in and produce language, scholars need to sense that they are able to fix mistakes and assume risks. This links directly to Krashen’s hypothesis of the affective filter.
Some schools had ensured to have new media in the classroom; however, most of them are still using printed texts or worksheets, leaving behind the rest of the skills. Listening has the minimal role within the class, even though that skill has the most powerful impact on the learning process.
Some teachers had forbidden the opportunity for the students to familiarize with the language by making their classes in Spanish. The method employed in Chile to teach English is the Communicative approach, which consist of using real-life situations that require communication. The instructor sets up a place that students are likely to meet in actual life. One of the main features is that the teacher applies the linguistic communication as a vehicle of instruction and the target of study. (Larsen-Freeman, 2000)
In the senior year of Simon Bolivar High School, students were not accustomed to the exposition of English; hence, they did not have enough vocabulary to communicate themselves among them. Students had a low level of vocabulary, not only related to the topical vocabulary, but also with their daily vocabulary. This situation has been changing since the researcher got involved in the context of the students and brought a new way to teach vocabulary to them.
According to Geary, Henion, & Wright, low-income children may start school with 10,000 fewer words than other students and are then exposed to reading programs that teach as few as two vocabulary words per week (Geary, Henion, & Wright, 2013)
Students do not feel attracted to the language when they are immersed in it on the traditional way, yet the teachers can use the ICTs to help them comprehend and motivate to use the technologies for something else than just surfing on the Internet. The world is advancing technologically at an increasingly fast rate, such that learners at all levels of education, especially on the basics are trained to be part of the advancement.
It is a paradox to see that listening has such an important part within the learning process, yet it does not receive the emphasis that it should to let the students acquire new vocabulary through a natural way. New technologies were done to help the world, but teachers are not thinking about the benefits that listening can make.
According to MINEDUC’s lineaments for learning English, the main purpose is that students develop the abilities in English to help them communicate in different situations and use the language in real life as a tool for their academic, or work life. Another Chilean policy is the English Opens Doors Program. Its primary aim was to “improve the level of English of the students from eighth grade to fourth grade in high school, through the definition of learning English...