Socio-Cultural Factors Affecting the Quality of English Language Learners.

4276 Words Dec 20th, 2010 18 Pages
SOCIO-CULTURAL FACTORS AFFECTING THE QUALITY OF ENGLISH LANGUAGE LEARNING AMONG SELECTED FIRST YEAR COLLEGE OF EDUCATION STUDENTS AT ANGELES UNIVERSITY FOUNDATION

By

Celis, Marjorie Han, Pureum Narciso, Kris Nuqui, Janella

B.S.E English III January 4, 2011

CHAPTER I THE PROBLEM

INTRODUCTION The English language is said to be the global lingua franca that is used by several countries so as to communicate with other countries. That is why we need to be proficient in speaking it. One of the few countries which made English as their official second language is the Philippines. The need for knowing the English language increases because of globalization and our connections, relations and transactions
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It is in this theory of Lev Vygotsky that the socio-cultural factors were taken great considerations in the process of learning. Not only is the individual’s identity taken into account but also the environment in which the individual gathered his or her experience. In the field of education, Vygotsky (1978) states that the development of a child’s culture is visible twice: first is in the social level then on the individual’s level. In other words, from interpersonal to intrapersonal or in Vygotsky’s terms: from “interpsychological” (between people) to “intrapsychological” (within the child). (Available at: http://www.unm.edu/~devalenz/handouts/sociocult.html and http://tip.psychology.org/vygotsky.html. Accessed on December 20, 2010) Jean Lave’s theory (1988) on Situated Learning is given further explanations by Brown, Collins & Duguid (1989) as they emphasize on the idea that social aspects including “authentic domain activities” and learning in the informal scenario which is focused on the experiences outside the classroom, contributes greatly to the “cognitive apprenticeship” of the student. (Available at: http://tip.psychology.org/lave.html. Accessed on December 20, 2010) If the two

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