HOW DOES A LACK OF A2 PROFICIENCY IN TARGET LANGUAGE I AFFECT

STUDENTS’ EXPERIENCES AND OUTCOMES IN LEI COURSES?

BY MÓNICA LILIANA ROMERO GUTIÉRREZ

1. What is the problematic situation that you pretend to study? I will

analyse the difficulties faced by LEI students who are in the first semester of
the degree, but I will be focused on the ones that do not have the A2 required
proficiency level of English. There are students who get into the university
with a previous knowledge of English, however, there are others that know
very basic things. So, it means that not all the students can be at the same
level which makes the progress a little bit slower.
2. What is the relevance of your research problem? Doing this research
can be useful for LEI because I will explore more about the possible
complications that some students in a classroom could have when they do
not reach an A2 proficiency level in English, comparing it with the ones who
have that required level.
3. What are you going to do? To identify those possible problems, and also,
I pretend to expose them in detail, so the faculty’s authorities could take that
into account for the next generations of students.
4. What are the benefits of this project? As I mentioned before, this
research pretends to draw attention to the problems that students deal with
at the moment of starting the degree when they don’t have a good enough
level. So, if my research concludes that beginning LEI with no previous
knowledge of English affects students in different aspects, they can modify
the requirements for the next applicants. In that way, if the students can
reach an A2 English level, the teachers will have the opportunity to make a
better progress without the necessity of reviewing basic topic for the
students that do not have a previous knowledge.
5. What are the methodological or disciplinary benefits of your
research? This paper will provide benefits in the proper improvement of
 the English since the first Target Language, and it will allow students to have
a more significative learning.

1.3 GENERAL OBJECTIVE

Identify the challenges faced by LEI students who do not have the required A2 proficiency
level when they are in Target Language 1
1.3.1 SPECIFIC OBJECTIVES
1. Mention the most common difficulties for students when they do not have
an A2 English level.
2. Analize those issues in order to prove that the lack of knowledge in English
cause negative repercussions on students.
3. Determine how those problems affect their performance in the degree.

1.4 RESEARCH QUESTION

-What are the most common difficulties for students who do not have an A2 English
level?
-What evidence proves that low English proficiency has a negative impact on
learners ?
-How those difficulties affect the students’ proper performance in the degree?

HYPOTHESIS
The fact that students start LEI with a lower level than A2 proficiency level get
complications to them, because there are classmates who got a previous
knowledge of English, being capable to reach that A2 level.