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Theoretical Perspective

The theory that I have selected is the Theory of Learning Styles. Psychologist David Kolb posed his Theory of Learning Styles for the first time in 1984. He believed that our individual learning styles emerge due to causal factors such as genetics, life experiences and environmental demands. We know that people have different ways of giving meaning to things in terms of themselves; that's why we learn in a different way. In this sense, Kolb states: Learning styles are relatively stable modes, with which individuals acquire and process information to act and solve problems, in this way Kolb says that to learn it is necessary to have four basic skills that are: concrete experience, reflexive observation, abstract conceptualization and active experimentation (1984a: 61). In addition to describing the four different learning styles, Kolb also developed a theory of experiential learning which is based on learning that takes the direct experience of the student as its central axis. The four types are: divergent (concrete and reflective); assimilator (abstract and reflexive); convergent (abstract and active); and usher (concrete and active). According to Kolb (1984a), two dimensions are necessary for learning to occur. The first is described as perception of the medium and the second as processing. Researchers such as Saarikoski (2001) have found evidence that, by presenting information through different pedagogical strategies, learning styles and academic success are favored; Similarly, Alonso, Gallego and Honey (1999) conclude that students learn more effectively when they are taught based on their predominant learning styles. Students have preferences and individual ways of assimilating knowledge. These individual preferences are called learning styles. Grasha defines them as "personal qualities that influence the abilities of students to acquire information, to interact with peers and the teacher, allowing them to participate in learning experiences" (1996: 41). For his part, Dunn describes them as the ways in which an individual "absorbs and retains information or skills" (1986: 12).

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Theoretical Perspective

The theory that I will use is Sociocultural Theory. It was developed by Lev S. Vygotszky, and it was used to study the development of language as a result of social interactions. This theory indicates the ways in which learners can gain access to new knowledge about the language when they have support from an interlocutor. Therefore, the main tenet of this theory is that language learning is essentially a social mediation between the learner and someone else, where socially acquired knowledge becomes internalized (Cook, 2008b). According to this, the social and the individual factors are comparable in terms of relevance because language is an integration of both components. Specifically, Vygotsky argues that “people gain control of and reorganize their cognitive processes during mediation as knowledge is internalized during social activity” (Lightbown & Spada, 2006, p. 47). This statement strongly emphasizes the importance of conversations themselves and the mental processes involved during the interaction with another interlocutor. In brief, sociocultural theorists assume that the cognitive processes begin as an external socially mediated activity, and then they are eventually acquired. As applied to my topic, this theory holds that I would expect my independent variables: Socio-Educational and the Acculturation Models, to influence or explain the dependent variables The Socio-Educational Model was proposed by Robert C. Gardner (1985), and it explains how two important aspects determine the learner’s success, which are motivation and ability. According to Gardner, integrativeness and attitudes lead to motivation, while motivation and aptitude lead to success. The crucial factors of this model include how learners think of the speakers of an L2, and how highly they value the L2 learning in the classroom (Cook, 2008b). On the other hand, the Acculturation Model was proposed by John Schumman (1978) who suggests that the most important element to consider is the interaction between two different groups. Hence, the relationship between L2 learners and the speakers of the target language arises as a crucial interplay of acquisition. In this case, successful learning means acculturation, that is to say, becoming part of the target language community.

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BY : RONAL MAURICIO RAMOS CUBILLOS

Theoretical Perspective

The theory that I will use is Sociocultural Theory. It was developed by Lev S. Vygotszky, and it was used to study the development of language as a result of social interactions. This theory indicates the ways in which learners can gain access to new knowledge about the language when they have support from an interlocutor. Therefore, the main tenet of this theory is that language learning is essentially a social mediation between the learner and someone else, where socially acquired knowledge becomes internalized (Cook, 2008b). According to this, the social and the individual factors are comparable in terms of relevance because language is an integration of both components. Specifically, Vygotsky argues that “people gain control of and reorganize their cognitive processes during mediation as knowledge is internalized during social activity” (Lightbown & Spada, 2006, p. 47). This statement strongly emphasizes the importance of conversations themselves and the mental processes involved during the interaction with another interlocutor. In brief, sociocultural theorists assume that the cognitive processes begin as an external socially mediated activity, and then they are eventually acquired. As applied to my topic, this theory holds that I would expect my independent variables: Socio-Educational and the Acculturation Models, to influence or explain the dependent variables The Socio-Educational Model was proposed by Robert C. Gardner (1985), and it explains how two important aspects determine the learner’s success, which are motivation and ability. According to Gardner, integrativeness and attitudes lead to motivation, while motivation and aptitude lead to success. The crucial factors of this model include how learners think of the speakers of an L2, and how highly they value the L2 learning in the classroom (Cook, 2008b). On the other hand, the Acculturation Model was proposed by John Schumman (1978) who suggests that the most important element to consider is the interaction between two different groups. Hence, the relationship between L2 learners and the speakers of the target language arises as a crucial interplay of acquisition. In this case, successful learning means acculturation, that is to say, becoming part of the target language community.

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BY: LAURA  MARCELA BARRERO

The theory that I will use is Sugestopedia . It was developed at the end of the year 1970 by  Georgi Lozanov and it was used to study and analyze how non-rational and non-conscious influence on human learning. This theory indicates that improves both memory and learning in the development of foreign languages ( Georgi, Lozanov, 1970).As applied to my topic, this theory holds that I would expect my independent variables : memory, vocabulary, translation to influence or explain the dependent variables Learning, knowledge through listening and repetition L1 y L2. Suggestopedia increases the motivation of students in the classroom, this method helps keep the mind in continuous development another aspect is that it involves memory and learning in the classroom, music is a didactic tool for students and so on a continuous learning is achieved.

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BY JESSICA LORENA BARRERO SAAVEDRA                                                        Theory of Krashen or Monitor Model

The theory that I will use is Theory of Krashen or Monitor Model Theory. It was developed by Stephen D. Krashen and it was used to study the process of acquiring a second language. This theory indicates that in the acquisition of a second language, two systems are combined: the first is the acquisition system and the second the learning system. (Krashen, 1982). Year he introduced the theory was in 1982, In the years 80 STEPHEN D. KRASHEN, He had great influence on the theory and model monitor (KRASHEN, 1982), (theory. Krashen), He unveiled five fundamental hypotheses of the theory monitor which represent an importance in current language learning, is say are very important in the acquisition of a second foreign language these assumptions these are his fundamental pillars:

1.      The acquisition-learning hypothesis: two fundamental strategies acquisition:

ü  Subconscious process

ü  Learning: Formal Process.

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QUANTITATIVE RESEARCH _ COLLABORATIVE WORK