Grupo 4

Julio César Rendón

David Stivens Castro
Diego Vergaño
Daira Lizeth Rosero Erazo

Title: the incidence of the relation of semester fifth teacher-student of foreign languages in

their English level

Question: what is the incidence of the relation of semester fifth teacher-student of foreign

languages in their English level?

General objetive:

- To analyze the incidence of the relation of semester fifth teacher-student of

foreign languages in their English level

Objetivos específicos:

- To know the fifth semester students´ perception about their foreign languages

professors through a survey.

- To make clear what to be a good professor means from the fifth semester students

of foreign languages point of view

 - To determine if the student-professor relation of fifth semester of foreign

languages influence in the students’ level

Justification

the current research is focused in analyzing through the students of fifth semester of the

foreign languages program the importance about having a good relation or tie with the

professors in order to have a good English level performance, this analysis is done through

a survey in which is determined if the relation of student-professor influences in the English

level students.

This research emerges because of the interest of knowing the causes that determine the

missing interest and motivation of the students and the positive effects that based on the

authors Cotnoir, Paton, Peters, Pretorius y Smale (2014) have the professors in the

students’ life, which go farer from the academic results. For this reason, this research wants

to provide reflections about how the relation influences between the students and professors

of the fifth semester program of foreign languages in their English level.

Theoretical framework

Student-professor relation relative with their English level

Rodríguez Pérez (2012) in his study emphasizes that the causes that originates the

disinterest or demotivation in the students are the shamefulness, the nervousness to talk in

front of public, etc., feeling that can come up from the teaching context for extern reasons

like the professor’s attitude, for example, if he is outgoing or has a good sense of humor;

the results of his research showed that this improves the learning process; this means, from

the points of view, the reasons that generates demotivation, the disinterest and some others,

have to do in how is the relation of the professors with their students and a the same time,

how this does not beneficiates the English learning process, what is referred to say that if

the professor is open to have any type of tie with his/her students they will get motivation

and will not be afraid of failing or any deficient self-image making that in this way the

English levels get better owing to the student thanks to the interaction with his/her

professors will be willing to talk, to listen and to ask, so, in this way the professor will

become in a learning guide.

On the other hand, Gallardo G y Reyes P (2010) talk about this kind of relation in the

university, where the “seduction” is the target in the learning process which looks up for the

students to get interests about the content and the class. Besides of that some elements

contribute to that interest, which mention the academic prestige, professional experience,

sympathy, antipathy, and future utility of the taught content; the students appraise that the

professors establish a tie, why is possible to say that is mainstay for fomenting the
motivation of the students and that these get a better English level, according to Anzaldúa

Arce (2004) the tie of student-professor is the reason why the learning is carried out and is

determined by the dynamic of teaching and learning. Then, the relation is distinguished as

essential to foment a positive feeling.

The authors Cotnoir, Paton, Peters, Pretorius y Smale (2014) talk about the positive effects

are relative with the student-professor relation that allow to not just apprise the academic

aspect but effective, in which they talk about the relations like the capability to create

personal connections with the students, is also mentioned the passion where is showed the

inspiration of the professors in the teaching process, they also mention that the high

expectative help the students to improve and feel an experience of success. Starting from

this the influence of the professors in the learning process of the students is saw as the

symbol of motivation and effect by part of their students, the fact that the students feel their

teachers are open to a positive tie, establish the trust is necessary for the students to be able

to interact in the class, where they feel they can have mistakes and be corrected not only in

the academic way that affects the general wellness of the student ( Cotnoir, Paton, Peters,

Pretorius y Smale 2014), but with the intention to improve, in a mode that allow the

English level to overcome the expectatives and take to improve the results.

Professor features
Nuñez del Rio y Fontana (2009) they pretend to determine according to the perception of

the students the characteristics of the professor that tend to motivate the students.

These recollect the following ones:

- To clarify the subject, to understand the mistakes as part of the learning process,

feedback exercise

- To apprise more the effort than the result, the trust as part of the relation between

the professors and students

- Activities that generate the students’ motivation and curiosity

- To foment an environment of participation and cooperation

References

Anzaldúa Arce, R, E. (2004). La subjetividad en la relación educativa: cuestión eludida.

(pp. 40) TRAMAS.

Cotnoir C., Paton S., Peters L., Pretorius C. y Smale L. (2004). The lasting impact of

influential Teachers. (pp. 7-9, 12). Non-journal (online submission).

Gallardo G. y Reyes P. (2010). La relación profesor-alumno en la universidad: arista

fundamental para el aprendizaje. (pp.101). Calidad de la educación.

Núñez del Río M.C: y Fontana, M. (2009). Competencia socioemocional en el aula:

características del profesor que favorecen la motivación por el aprendizaje en alumnos de

enseñanza secundaria obligatoria. REOP., 20(3), 256-269.

Universidad Internacional de la Rioja. (2014). La relación maestro-alumno y su influencia

en el aprendizaje, la actitud y el crecimiento personal del alumno (pp. 9-10). Barcelona.

Universidad de Oviedo. (2012). Causas que intervienen en la motivación del alumno en la

enseñanza-aprendizaje de idiomas: el pensamiento del profesor (p. 402). Didáctica. Lengua

y Literatura.