Theoretical-Conceptual Framework of the Methodology for the Development of Language Competence in the Teaching of English as a Foreign Language at the Pre-University Level

Abstract

In the last five years, the Dominican educational system has undergone a series of transformations, as a result of the implementation by the Ministry of Education (MINERD) of a process of revision and update of the curricular bases, with a view to the implementation of a new curricular design by competencies. These reformulations seek, in short, the achievement of the goals set around the improvement of educational quality demanded by society and the "right to full and comprehensive human development of all citizens. The general objective of the study is to develop a methodology with the integration of technology for the development of linguistic competence in the learning process of the English language, as a foreign language at the pre-university level of the Dominican educational system, and thus positively influence in the fulfillment of the objectives foreseen in the curricular design (linguistic level B2) For the fulfillment of the outlined objectives, the various scientific methods of theoretical, empirical and statistical-mathematical research are used. For data collection, two questionnaires were used for teachers to publicize the methodologies that are implemented for the development of linguistic skills in the teaching of English as a foreign language at pre-university levels, generating a scientific contribution for their contribution and perfect it. The results obtained from the research indicate a group satisfaction index by teachers of 0.9, thanks to the strategies and their impact on the development of linguistic skills as a foreign language, taking advantage of the influence of families. Also, a favorable score was obtained in the activity plan for teacher training. On the other hand, the application of focus group techniques in which the methodological conceptions and the plan to train teachers are considered. Finally, recommendations are made for the strengthening of these activities and at the same time, collaborate to continue with the effectiveness of the strategies in linguistic competences.