MAYOR DE SAN ANDRÉS UNIVERSITY HUMANITY AND EDUCATION SCIENCES SCHOOL LINGUISTICS AND LANGUAGES DEPARTMENT
THE USE OF A QUALI-QUANTITATIVE – DESCRIPTIVE STUDY METHOD TO ANALYSE THE LEARNING OF A SECOND LANGUAGE L2 (ENGLISH) BY LEFT – HANDED PEOPLE IN COMPARISON WITH RIGHT – HANDED PEOPLE, FROM THE LINGUISTICS AND LANGUAGES DEPARTMENT OF THE UNIVERSIDAD MAYOR DE SAN ANDRÉS (UMSA) AND THE CENTRO BOLIVIANO AMERICANO (CBA) AT THEIR BASIC, INTERMEDIATE AND ADVANCED LEVELS
Thesis of degree presented to obtain the Bachelor's Degree
BY : OLGA KAREN CORONADO RAMIREZ
ACADEMIC TUTOR: LIC. JULIO CESAR CAYO QUISBERT
UNIVERSIDAD MAYOR DE SAN ANDRÉS FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LINGÜÍSTICA E IDIOMAS Tesis de Grado:
THE USE OF A QUALI - QUANTITATIVE– DESCRIPTIVE STUDY METHOD TO ANALYSE THE LEARNING OF A SECOND LANGUAGE L2 (ENGLISH) BY LEFT -HANDED PEOPLE IN COMPARISON WITH RIGHT- HANDED PEOPLE, FROM THE LINGUISTICS AND LANGUAGES DEPARTMENT OF THE UNIVERSIDAD MAYOR DE SAN ANDRES (UMSA) AND THE CENTRO BOLIVIANO AMERICANO (CBA) AT THEIR BASIC, INTERMEDIATE AND ADVANCED LEVELS
Procesada por: Univ. Olga Karen Coronado Ramírez Para optar al grado académico de: Licenciatura en Lingüística e Idiomas, Mención Lengua Extranjera (Inglés)
Nota Numeral:……………………………………….
Nota Literal:………………………………………….
Ha sido:………………………………………………
Director de la Carrera de Lingüística e Idiomas: Lic. Orlando Montaño
Tutor: Lic. Julio Cesar Cayo Q……………………………………………………………
Tribunal: Lic. Roberto Quina……………………………………………………………...
Tribunal: Lic. Américo Pineda…………………………………………………………….
DEDICATION To God. For having allowed me to reach this point and have given me health to achieve my goals, to strengthen my heart and illuminate my mind, in addition to its infinite kindness and love. To my great love and partner Ivan (Q.E.P.D.) For all the support for entrepreneurship at the beginning of this work, although you went to heaven in the course of the development of it, I know that from heaven you supported me to achieve it. To my tutor. The most important, to Mr. Julio Cesar Cayo, for his great contribution as my teacher guide. For your great support and motivation for the completion of this work, for your time, patience, even in the most complicated moments that I spent in the course of the elaboration of this Thesis. Thanks to you!
ACKNOWLEDGEMENTS
My most sincere thanks to Mr. Julio Cesar Cayo, for his great contribution as my guide teacher, for sharing his knowledge with me, for his valuable cooperation and support in times of confusion. Especially to the teachers of the Centro Boliviano Americano: Ramiro Rojas, José Manuel Mendivil and Miguel Ángel Velasco (friend and classmate) for all the support, collaboration and facilities that were granted to me at the Center for the study of this work. I would like to thank to the jury of this work: Lic. Roberto Quina and Lic. Américo Pineda for their observations and help me to view my work through different lenses, improving its quality and message. To all the teachers of the Linguistics and Languages Department of the Mayor de San Andrés University, as well as to all the teachers of the Centro de Enseñanza y Traducción de Idiomas (CETI), students of the Centro Boliviano Americano (CBA) Management 2016. Students of the Common Plan and English Language Specialization Course of Linguistics and Languages Department of the Mayor de San Andrés University (Management 2016), for their important collaboration in this research. Moreover, my whole family for all their moral support and their faith in me. Thanks to you!
Table of Contents
PÁGES Cover i
Rating Sheet ii
Dedication iii
Acknowledgements iv
Table of Contents v
Table of Contents Charts and Graphics vi
Keywords vii
Abstract viii
CHAPTER I ...... ¡ERROR! MARCADOR NO DEFINIDO. INTRODUCTION ...... ¡ERROR! MARCADOR NO DEFINIDO. CHAPTER II ...... ¡ERROR! MARCADOR NO DEFINIDO. II. PROBLEM AND RESEARCH OBJECTIVES...... ¡ERROR! MARCADOR NO DEFINIDO.
II. A. HISTORICAL FRAMEWORK ...... ¡ERROR! MARCADOR NO DEFINIDO. II.A.1. FACTS FRAMEWORK ...... ¡Error! Marcador no definido. II.A.2. RESEARCH FRAMEWORK ...... 3 II.B. RESEARCH PROBLEMS ...... ¡ERROR! MARCADOR NO DEFINIDO. II.B.1. PROBLEM APPROACH ...... ¡Error! Marcador no definido. II.B.1.1. FORMULATION OF THE RESEARCH PROBLEM…………………………………………………..5
II.B.1.2. DEFINITION OF TERMS OF RESEARCH PROBLEMS…………………………………………….5
II.C. OBJECTIVES ...... ¡ERROR! MARCADOR NO DEFINIDO. II.C.1. GENERAL OBJECTIVE...... ¡Error! Marcador no definido. II.C.2. SPECIFIC OBJECTIVES.- ...... 6 II.C.1.2. DEFINITION OF TERMS OF SPECIFIC OBJECTIVES………………………………………………7
II. D. HYPOTHESIS ...... 7 II.D.1. DEFINITION OF TERMS OF THE HYPOTHESIS ...... 8 II.E. JUSTIFICATION ...... 8 CHAPTER III ...... 10
III. A. THEORETICAL FRAMEWORK ...... 10 III.A.1. GENERAL THEORETICAL FRAMEWORK ...... 10 III.A.1.1. DEFINITION OF THE TERM "LEFT-HANDED PEOPLE" AND IT´S ETIMOLOGY……10
III.B. THE LEFT HANDED PEOPLE ...... ¡ERROR! MARCADOR NO DEFINIDO.2 III.B.1. ETIMOLOGY ...... 12 III.B.1.1. BRIEF HISTORY………………………………………………………………………………………………12
III.B.2. THE BIOLOGY OF LEFT-HANDED PEOPLE ...... ¡Error! Marcador no definido.3 A) GENETICS AND BIOLOGY OF LEFTIES……………………………………………………………………….13
B) THE LEFTIES ENVIRONMENT…………………………………………………………………………………..16
III.B.3. IMPORTANT ASPECTS OF LEF-HANDED INDIVIDUALS BIOLOGY TO OTHER AUTHORS ...... 16 III.B.3.1. LANGUAGE AND BRAIN…………………………………………………………………………………18
III.B.3.2. NEUROPSYCHOLOGICAL IMPLICATIONS IN LEFT HANDERS……………………………19
III.B.3.3. THE RELATIONSHIP BETWEEN RIGHT AND LEFT HEMISPHERES…………………….20
III.B.3.4. PSYCHOLOGICAL ASPECTS……………………………………………………………………………..24
III.B.3.4.1. DIFFICULTIES IN LEARNING BY LEFT - HANDED INDIVIDUALS………….26
III.B.3.5. EMOTIONAL ASPECT……………………………………………………………………………………..26
III.C. THE RIGHT-HANDED ...... 27 III.C.1. ETYMOLOGY ...... 27 III.C.2. BRIEF HISTORY ...... 27 III.C.3. RIGHT HANDED BIOLOGY ...... 28 III.C.4. PSYCHOLOGICAL ASPECTS ...... 29 III.C.5. EMOTIONAL ASPECT ...... 30 CHAPTER IV ...... ¡ERROR! MARCADOR NO DEFINIDO.1 IV. THEORETICAL FOUNDATION ...... 31
IV.A. ACQUISITION AND LEARNING OF THE SECOND LANGUAGE BY LEFT-HANDED INDIVIDUALS ...... 31 IV.B. CAPABILITIES OF PEOPLE IN AREAS RELATED TO LINGUISTICS ...... 32 IV.C. SOME NOTES WITH REFERENCE TO LEFT HANDENESS IN DIFFERENT ACTIVITIES ...... 33 IV.D. ACQUISITION OF A SECOND LANGUAGE IN ITS DIFFERENT AREAS ...... 33 IV.D.1. FACTORS THAT CONDITION THE LEARNING OF A FOREIGN LANGUAGE...... 34 IV.D.2. CONCEPTUAL BASES ON ACQUISITION - LEARNING ...... 35 IV.D.3. ACQUISITION PROCESS – LEARNING ...... 37 IV.D.4. PROFESSIONAL CONCERNS ...... 37 IV.D.5. AREAS OF PSYCHOLOGICAL INFLUENCE ...... 38 CHAPTER V ...... 47 V. METHODOLOGY ...... 47
V.A. RESEARCH DESIGN ...... 49 V.A.1. UNIVERSE ...... 51 V.A.2. SAMPLE ...... 55 V.A.3. INSTRUMENTS ...... 57 V.A.4. DATA COLLECTION PROCEDURE ...... 82 CHAPTER VI ...... 99
VI.A. ANALYSIS AND INTERPRETATION OF DATA ...... 99 VI.B. ANALYSIS AND GENERAL INTERPRETATION ...... 144 VI.C. OTHER CONSIDERATIONS OF THE STUDY ...... 148 CHAPTER VII ...... 152
VII.A. CONFIMATION OF HYPOTHESIS ...... 153 VII.B. CONCLUSION.- ...... 152 CHAPTER VIII ...... 159 RECOMMENDATIONS.- ...... 159 BIBLIOGRAPHY…………………………………………………………………………………………………………………..….166
TABLES OF CHARTS AND GRAPHICS
SUMMARY OF THE MOST IMPORTANT ASPECTS OF THE THEORETICAL FRAMEWORK______30 THEORETICAL FOUNDATION STUDIES THEORY ______40 THEORY OF METHODOLOGY STUDIES______47 RESEARCH DESIGN______50 STUDENTS OF THE LINGUISTICS AND LANGUAGE DEPARTMENT OF THE UNIVERSIDAD MAYOR DE SAN ANDRES (LEFT HANDED AND RIGHT HANDED)______53 STUDENTS OF THE CENTRO BOLIVIANO AMERICANO (LEFT HANDED AND RIGHT HANDED)______53 FIRST STAGE: TEST A) MEASUREMENT OF AMBIGUITY ______83 SECOND STAGE: TEST B) MEASUREMENT OF THE INFORMATION PROCESS IN L2 (ENGLISH)______84 THIRD STAGE: TEST C) MEASUREMENT OF HEARING SKILL IN L2 ENGLISH)______85 FOURT STAGE: TEST D) MEASUREMENT OF READING SKILL IN L2 (ENGLISH)______86 FIFTH STAGE: TEST E) MEASUREMENT OF WRITING IN L2(ENGLISH______87 SIXTH STAGE: TEST F) MEASUREMENT OF SPEAKING SKILL IN L2 (ENGLISH)______88 EVALUATION OF TEST A: MEASUREMENT OF AMBIGUITY______93 EVALUATION OF TEST B: MEASUREMENT OF INFORMATION PROCESSES IN L2 (ENGLISH) ______94 EVALUATION OF TEST C: MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH) ______95 EVALUATION OF TEST D: MEASUREMENT OF READING SKILL IN L2 (ENGLISH) ______96 EVALUATION OF TEST E: MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH) ______97 EVALUATION OF TEST F: MEASUREMENT OF SPEAKING SKILLS IN L2 (ENGLISH) ______98 Table Nº 1 CENTRO BOLIVIANO AMERICANO (BEGINNERS LEVEL - INITIAL (Correct answers in Right handed people and Left- handed people) ______99 Table Nº 2 CENTRO BOLIVIANO AMERICANO ( LEVEL INTERMEDIATES (Correct Answers Right handed and Left handed people)______101 Table Nº 3 CENTRO BOLIVIANO AMERICANO (LEVEL ADVANCERS (Correct answers in Right-handed and Left-handed people) ______103 Table Nº 4 UNIVERSIDAD MAYOR DE SAN ANDRÉS - BEGINNERS LEVEL – INITIAL (Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st and 2nd Semester) ______106 Table Nº 5 UNIVERSIDAD MAYOR DE SAN ANDRÉS – INTERMEDIATE LEVEL (Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester) ______109 Table Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRÉS - LEVEL ADVANCERS (Students in the final semesters of the Linguistics and Languages Department (8th, 9th and 10th Semester) ______111 Table Nº 7 CENTRO BOLIVIANO AMERICANO – CBA, BEGINNERS LEVEL - INITIAL – BEGINNERS (Percentage value) ______113 Table Nº 8 CENTRO BOLIVIANO AMERICANO – CBA, INTERMEDIATE LEVEL (Percentage Values) ______115 Table Nº 9 CENTRO BOLIVIANO AMERICANO – CBA, LEVEL ADVANCERS (Percentage Values) ______118 Table Nº 10 UNIVERSIDAD MAYOR DE SAN ANDRÉS - BEGINNERS LEVEL (Percentage Values) ______120 Table Nº 11 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA - INTERMEDIATE LEVEL (Percentage Values) ______123 Table Nº 12 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA - LEVEL ADVANCERS (Percentage Values) ______126 Table Nº 13 CENTRO BOLIVIANO AMERICANO (BASIC, INTERMEDIATE AND ADVANCED LEVELS (CORRECT ANSWERS) ______129 Table Nº 14 UNIVERSIDAD MAYOR DE SAN ANDRÉS - BASIC, INTERMEDIATE AND ADVANCED LEVELS (CORRECT ANSWERS) ______132 Table Nº 15 Comparison of correct answers in left handed and right handed at the Initial, Basic Level of The Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (U.M.S.A.)______135 Table Nº 16 Comparison of correct answers in right handed and left handed people in the Intermediates Level, Intermediate of the Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (U.M.S.A.) ______137 Table Nº 17 Comparison of correct answers in right handed and left handed people in Advancers, Advanced Level of Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andres (U.M.S.A.) ______139 Table Nº 18 Comparison Total of Correct Answer Percentages of the Centro Boliviano Americano (C.B.A.) and Universidad Mayor de San Andrés (U.M.S.A.) At all levels (Total Percentage) ______141 Table Nº 19 Total Right-handed and Left-Handed correct answers at Centro Boliviano Americano (C.B.A.) and Universidad Mayor de San Andrés (U.M.S.A.) all levels (Percentage Total) ______143 Analysis and General Interpretation ______148 TABLE THE PERCENTAGE OF DEGREE OF DIFFERENCE 20% ______153 TABLE REMARKS THE POINTS, NOT THE PERCENTAGE ______153 GENERAL RECOMMENDATIONS______165
ABSTRACT
The following research has been done in order to inquire about the influence of being left- handed on a Second Language learning process and in all its abilities: Listening, Speaking, Reading and Writing. Thus, our goal was to show the differences of left-handed people, in learning a Second Language L2, in this case English, compared with right-handed people. The following universe was chosen to examine the degree of difference between the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz in their Basic, Intermediate and Advanced levels. Based on the results obtained we were able to confirm our hypothesis, namely that the degree of difference is greater in left-handed people relative to right-handed people. In this respect, a series of techniques or methods was chosen to use in order to carry out the proposed research, whereby the proposal was to study the differences in the learning of a Second Language by left and right-handed students in our study universe. Such techniques were the qualitative, descriptive and comparative methods, which allowed us to reach the general and specific objectives proposed. This study was considered into a descriptive method because the descriptive investigations are those whose main objective is to gather all existing material about the problem being studied. This study is also considered a qualitative method because it is the measurement method preferably used in social investigations, according (F. Rodriguez, L. Barrios, M. Fuentes, 1994). Consequently, our study universe was divided into two groups of students in the stage of acquisition of the Second Language: left-handed and right-handed. In turn, these groups were sub divided into two groups of three levels, the first group belonged to the Universidad Mayor de San Andrés (UMSA) and the second group belonged to the Centro Boliviano Americano (CBA). These groups were, themselves, sub-classified into three levels: Beginners, Intermediates, and Advancers, corresponding to each Study Center, thus leaving two groups in three levels. In both groups, left-handed and right-handed people were considered for our study. Finally, considering the information gathered by this study, it can be concluded that the Hypothesis raised in the Research Design has been confirmed. Left-handed individuals possess, in general, a greater degree of skill in learning languages compared to right-handed people, most likely as a result of the way their brains function.
KEYWORDS
1. Neuropsychology. - The branch of Psychology that is concerned with the physiological bases of psychological processes.
2. Skills. - The ability to do an activity or job well, especially because you have done it many times.
3. Listening.- Is an ability of to give attention to someone or something in order to hear them. One of the skills or abilities in Language Learning.
4. Speaking. - Is an ability to say something using your voice. One of the skills or abilities in Language Learning.
5. Reading. - Is an ability and activity or skill of getting information from books, newspapers, etc. One of the skills or abilities in Language Learning.
6. Writing. - Is an ability or skill or activity of producing words on a surface. One of the skills or abilities in Language Learning.
7. Left handed. - Person using your left hand to do most things.
8. Right-handers. - Person using your right hand to do most things.
9. Lefties. - A person who uses their left hand to write, etc. with.
10. Hemisphere. - (Anatomy) one of the two halves of the brain.
11. Left-handedness. - A person who uses their left hand to write, etc. with. the left side of your body, or the direction towards this side.
12. Neuro - Linguistics. - The study of the relationship between language and the brain.
13. Sinister.- Making you feel that something bad or evil might happen
14. Dominant. - More important, strong, or noticeable than anything else of the same type.
15. Quirilancy. - It is at this time that the child must determine his natural manual preference. Is a time lag between three to seven years.
16. Ambidiestrism. - Able or capacity to use both hands equally well.
17. Hemispheric.- (Anatomy) one of the two halves of the brain.
18. Predominance. - A situation in which one person or group of people has more importance or power than others. A situation in which one type of person or thing within a set is the largest in number.
19. The corpus callosum. - The place where both hemispheres communicate.
20. Episodic memory. - Memory of experiences with its temporal relations.
21. Semantic memory.- Memory of word meanings or data decontextualized
22. Spatiotemporal. - It works with visual images and controls the holistic functions.
23. Dominant hemisphere. - More important, strong, or noticeable than anything else of the same type. In this case hemisphere.
24. Electrophysiological. - The branch of physiology that deals with the electrical phenomena associated with nervous and other bodily activity.
25. Low self-esteem. - Under level of belief and confidence in your own ability and value.
26. Subdominant. - Less dominant.
27. The age of acquisition. - The age at which we learn words.
28. Tanquam tabula rasa.- (Philosophical term - John Locke, s.XVII - to express that consciousness lacks all kinds of content without the help of experience, source of all knowledge - Thank you: José Carlos Villaro Gumpert).
29. Linguistic domain. - The domain of applied linguistics is not a single field or subfield, but can range from the research on multilingualism the teaching and learning of foreign languages to studies of neurolinguistic disorders like aphasia and of various speech and hearing defects.
30. Domain assessment.- Professional competences should be evaluated taking into consideration the complexity they have.
31. Basic Level. - The beginner course is designed for those learners who are just starting out. Upon completion of the course, the student will have an understanding of the basic concepts of English and will be able to form simple phrasal constructions and sentences.
32. Intermediate Level. - The intermediate course is for those students who have mastered the basic concepts of English. Upon completion of this course, the student will be able to understand and form more complex sentences and communicate in English with increased confidence.
33. Advanced Level. - This is a course for learners of English who are studying at a relatively high level. Have a deep knowledge of advanced English grammar, Increase your understanding of more complex readings. Improve your speaking to have fluent conversations. Expand your vocabulary range. Be well prepared for your English exams.
34. Communicative Competence. - Refers to a learner's ability to use language to communicate successfully.
35. Design Thinking classes. - Is a structured method, in practice it is quite messy, since it deals with real problems about which in most cases there is not enough information and it may even be that the conclusion is that there is no solution possible, this method will help to promote in the right students the analysis and creativity and reach an equal point with the left-handed ones in the same learning.
THE USE OF A QUALI - QUANTITATIVE– DESCRIPTIVE STUDY METHOD TO ANALYSE THE LEARNING OF A SECOND LANGUAGE L2 (ENGLISH) BY LEFT - HANDED PEOPLE IN COMPARISON WITH RIGHT- HANDED PEOPLE, FROM THE LINGUISTICS AND LANGUAGES DEPARTMENT OF THE UNIVERSIDAD MAYOR DE SAN ANDRES (UMSA) AND THE CENTRO BOLIVIANO AMERICANO (CBA) AT THEIR BASIC, INTERMEDIATE AND ADVANCED LEVELS
CHAPTER I
I. INTRODUCTION
The theory of neuropsychology indicates that left handed individuals use mostly the right hemisphere of their brains in their activities. This has led many authors to postulate that left handed individuals have better opportunities than right-handers in some areas of human activity. This merits an investigation of the relation and of the difference between right and left–handed people on the Second Language acquisition process and skills such as: Listening, Speaking, Reading, Writing, as well as in grammar and spelling, with an emphasis on those who write with their left hand. Throught the course of our research, the work was carried out using deep tests and practices, which tried to show a very significant difference between those two groups in their ability to learn a Second Language. Considering the language structure related to the following areas: Morphology, Phonology, and Syntax and the slightly greater ability by left-handers in “Listening”, it seems left- handers can better understand the semantics of the utterance. In addition, there is great recognition ability at the syntactic level, because they do not omit morphemes, but they do alternate the correct order of words in the utterances. In the case of people who write with their right hand, they take longer to understand the semantics of the statement compared to left-handed people. However, in reading and writing tests, left-handers are so similar to the people who write with the right hand, that they have no advantage or disadvantage in spelling. Likewise, in relation to left-handers, it is possible to mention that the left-handers` world is enigmatic. However it is not so interesting, curious or mysterious. They, for example, cannot use their right hand as skillfully, but this does not prevent them from being able to perform other functions and activities. Research on left handed people would seem to indicate that they are more creative because they have more connections between the left and right hemispheres of their brains. This conclusion
1 would seem to be proven by the fact that there are a larger number of left-handed people who are artists and writers, or have other talents that imply creativity than there are right handed people. Such evidence is supported by the American Psychological Association and Cherry Norton in Washington (2008). According to that American scientist, new evidence gathered on the connection between left handedness and intellectual creativity, appears to confirm that real left handers or 100% left handers tend to be more Intelligent and eloquent than right handed individuals, as well as better at solving problems. Dr. Alan Searleman of the University of St. Lawrence in New York, presenting his findings to the American Psychological Association at the annual conference, said, "Left-handed people have superior intelligence and better vocabulary than most of the rest of the population. This is, perhaps, why there are more of them in creative professions, like music, art and writing". An important point is that left-handed people, as well as right-handed people, can easily learn one or more languages whether native languages or foreign languages. This will depend on the practice and perseverance used to learn a language. If people are generally stimulated, they may be able to retain new words and be able to hold small conversations in certain contexts and clearly visualize the purposes they want to achieve with Second Language learning. However, apparently being left-handed is much more than just using the left hand more than the right. Being left-handed is a gift that should not be changed for any reason. Left-handed people are not clumsy and do not pretend to make everything more complicated, left-handed people not only have physical difficulties, but even so, they are considered as real "phenomena" or as "rare bugs" (Roger Wolcott Sperry, 1961, Pág. 1749 – 1757).
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CHAPTER II
II. PROBLEM AND RESEARCH OBJECTIVES II. A. HISTORICAL FRAMEWORK II.A.1. FACTS FRAMEWORK
Reflecting on the phenomenon of the lefties, this work searches what is the difference in the learning of a Second Language on the part of the students of Linguistics and Language Department and of the Centro Boliviano Americano in its different levels (Beginners, Intermediates and Advanced). This difference derives from the function of the brain hemispheres, which is crossed, the left side is responsible for speech and calculation, while the right hemisphere deals with abstracts things and ideas especially in elements. In other words: One half of the brain is analytical and the other is emotional. Artists, for example, are dominated by their right side and scientists by the left. However, "The cognitive sciences, through new neuroimaging techniques (PET, fMRI, transcortical stimulation), have shed a new light on the nature of Second Language teaching and learning, providing a scientific basis to many aspects of elements that teachers intuitively knew about language. Nowadays, brain science allows the obtaining of images and measure brain activity when a task is performed (Roger Wolcott Sperry "Cerebral organization and behavior." Science 133: 1749-1757, 1961), allowing an understanding of the changes occurring in the brain. (L2). The differences in the learning of the second L2 (English) language in left-handed people compared with right-handed people were explained (Javier Pérez Ruiz, Assistant Professor, Department of Spanish, Wenzao Ursuline College of Language). This in order to improve the understanding of the skills of left handed people in learning a Second Language (L2 English).
II.A.2. RESEARCH FRAMEWORK
In this part the phenomenon of the left hand was treated as a skill in language learning, in relation to the difference that exists in the functioning of the brain compared to right-handed people.
Being aware of the phenomenon of left-handed people in the learning of a Second Language, this paper searches the differences in ability in the learning process of a Second Language L2, in
3 students of Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz.
II.B. RESEARCH PROBLEMS II.B.1. PROBLEM APPROACH
"The first human foot that stepped on the lunar surface was Neil Alden Armstrong’s, and it was his left foot, because this famous astronaut was left-handed. There are numerous athletes (Pele, Mark Spitz, Rafael Nadal), artists (Leonardo da Vinci, Michelangelo, Raphael, Picasso), musicians (Mozart, Beethoven), writers (Goethe, Lewis Carroll), thinkers (Aristotle, Nietzsche, Newton, Einstein) geniuses, who were left-handed. But beyond this curious fact, which has led to the question of whether left handers are particularly gifted for any of these activities, the results that are being found by neuroscience are contributing to refute the popular belief that the different modes of thought and behavior, that are manifest in people, derive from the dominance of one cerebral hemisphere over the other. So that the two cerebral hemispheres, united by the corpus callosum and the cerebral commissures, work together in almost all neuronal functions. (Javier Pérez Ruiz, Assistant Professor, Department of Spanish, Wenzao Ursuline College of Language, 1990).
There is, indeed, a lateralization of functions in which a hemisphere controls the contralateral side of the body, but this kind of dominance does not lead to the conclusion that the left brain properly dominates the right (the localization of linguistic functions in the left hemisphere in the majority of cases has led to qualifying it as dominant), because there is a division of labor based on cooperation and complementarity in its operation. In order to understand this theory and study it for descriptive and / or qualitative purposes, the elements have been classified in descriptive practices. This study uses a descriptive method, because "descriptive investigations are those whose main objective is to gather all the existing material about the problem being studied. In this case, the attention is directed, fundamentally, to the collection of statistical data with or without specific hypotheses about its characteristics" (Francisco J. Rodriguez, et.al., Introduction to the Methodology of Social Investigations, 1994, p.36). Likewise, this study can be said to use a qualitative method, because this is "the method of measurement in social investigations. By means of these measurements certain properties of social
4 phenomena and present them in the form of a scale, that is, these are the methods of converting a series of qualitative facts"(which we call attributes) (Francisco J. Rodriguez, et. Al., Introduction to the Methodology of Social Research, 1994, p.39).
II.B.1.1. FORMULATION OF THE RESEARCH PROBLEM
Given the facts of the matter, the formulation of the problem is posed as follows:
What is the degree of difference in the learning of the Second Language L2 (English) on the part of left-handed people relative to right-handed people in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz, in the Basic, Intermediate and Advanced Levels?
II.B.1.2. DEFINITION OF THE TERMS OF THE RESEARCH PROBLEMS
- Degree of difference in the learning of a Second Language L2 (English). - It is understood as the degree of difference in the learning of a Second Language (English) L2 between the performance tests of the evaluated knowledge of the left-handed is greater than the right-handed students.
- Lefthanders. - Lefties are understood to be the left-handed students, in the first semester, in the sixth semester and in the tenth semester of the Linguistics and Languages Department of the Universidad Mayor de San Andrés. Likewise, left-handed people are understood to be left-handed students of the basic, intermediate and advanced level of the Centro Boliviano Americano, who write with the left hand, previous pilot evaluation.
- Right handers. - Right-handed students, are understood to be those students of the first semester, sixth semester and tenth semester of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, who write with the right hand, after a pilot assessment. Likewise, students of the basic, intermediate and advanced levels of the Centro Boliviano Americano are understood to be right-handed people, who write with the right hand, previous pilot evaluation.
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II.C. OBJECTIVES II.C.1. GENERAL OBJECTIVE.-
To determine the degree of qualitative and quantitative differences in the learning of the Second Language L2 (English) between left handed people compared to right handed people in the Linguistics and Languages Department of the Universidad Mayor de San Andres and the Centro Boliviano Americano in the basic, intermediate and advanced levels.
II.C.2. SPECIFIC OBJECTIVES
To apply the 6 instruments A, B, C, D, E and F for both left and right-handed students of the Beginner, Intermediate and Advancers levels at the Linguistics and Languages Department of the Universidad Mayor de San Andrés and Centro Boliviano Americano of the city of La Paz, to assess and differentiate their learning skills in Second Language L2 (English). To compare the A, B, C, D, E and F instruments of the Linguistics and Languages Department of the Universidad Mayor de San Andrés (UMSA) with those of the Centro Boliviano Americano(CBA). To analyze the differences of the A, B, C, D, E and F instruments of the Linguistics and Languages Department of the Universidad Mayor de San Andrés (UMSA) with those of the Centro Boliviano Americano (CBA). To establish the differences of the A, B, C, D, E and F instruments of the Linguistics and Languages Department of the Universidad Mayor de San Andrés (UMSA) with those of the Centro Boliviano Americano(CBA).
Instruments A and B are considered tests for measuring cognitive abilities, and C, D, E, and F are tests for measuring learning abilities of L2 acquisition. (Acquisition of the Second Language). A) Recognition of figures and ambiguous images (demonstration of cognitive ability) B) Tests of knowledge of language and logic (think in English). C) Listening
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D) Reading E) Writing F) Speaking
II.C.2.1. DEFINITION OF THE TERMS OF THE SPECIFIC OBJECTIVES
- Basic or Beginner Level. - The Beginner or Basic Level is understood as the first four semesters of study at the Linguistics and Languages Department of the Universidad Mayor de San Andres. Likewise, Basic Level is understood to mean the first six levels of study at the Centro Boliviano Americano. - Intermediate Level. - Intermediate Level is understood as the fifth, sixth and seventh semesters of the Linguistics and Languages Department at the Universidad Mayor de San Andrés, and the Intermediate level at the CETI. Likewise, Intermediate level is understood to mean the modules that range from the seventh to the twelfth course of study (Intermediate) at the Centro Boliviano Americano. - Advanced Level. - Advanced Level is understood as the eighth, ninth and tenth semesters of study of the Linguistics and Languages Department at the Universidad Mayor de San Andrés, and the Advanced level at the CETI. Likewise, it is understood to mean the advanced level for the modules that range from the thirteenth to the eighteenth course of study (Summit) at the Centro Boliviano Americano. - However, due to the low level of use of the English Language in the area of specialization, it was also decided to perform the testes at the intermediate and advanced level of the Centro de Enseñanza y Traducción de Idiomas (CETI) which is dependent on the Linguistics and Languages Department.
II. D. HYPOTHESIS
The degree of difference is greater in the learning of a Second Language L2 (English) on the part of left-handed people than right-handed people in the Linguistics and Languages Department of the Universidad Mayor de San Andres and the Centro Boliviano Americano of the city of La Paz in the basic, intermediate and advanced levels.
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II.D.1. DEFINITION OF TERMS OF THE HYPOTHESIS
- The degree of difference is greater than. - It is understood as the degree of difference is 20% approximately between the evaluations of right and left-handed postulants. This percentage is provided by Francisco J. Rodriguez, et.al. (1994), who points out that this percentage is adequate to measure the performance tests of the evaluated knowledge, in this case the evaluation of knowledge between left-handed and right-handed students. - Lefthanders. - Left-handed individuals are understood as left-handed students in the first semester, the sixth semester and the tenth semester of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, who write with the left hand, after a pilot evaluation. Likewise, left-handed students are understood to mean left-handed students of the Basic, Intermediate and Advanced Level of the Centro Boliviano Americano, who write with the left hand, after the pilot evaluation. - Right-handed people- Students are understood to be right-handed students, in the first semester, sixth semester and tenth semester of the Linguistics and Languages Department at the Universidad Mayor de San Andrés, who write with their right hand, after a pilot evaluation. Likewise, students of the Basic, Intermediate and Advanced Levels of the Centro Boliviano Americano, who write with the right hand, after the pilot evaluation.
II.E. JUSTIFICATION
The justification of the present work is related to the acquisition of the knowledge and the possibility of understanding, through a linguistic approach, the degree of difference and physical and mental ability of left-handed people during the learning of the Second Language L2 (English), compared to right-handed individuals. This study covers different aspects of the process of acquiring a language, which are observed during this process, such as grammar, vocabulary, word retention and others. This type of study can also provide us with information about the problems that may exist in the learning of English as a Second Language (L2) in people who use the left hand and the right hand. It will also serve to show the degree of difference in case this fact occurs.
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The subject to be investigated is related to a current problem and is applicable to society at large in the educational field, giving an essential contribution to the knowledge of the degree of difference in the learning of Second Language (L2) English in left-handed people compared to right- handed people. In addition, this study could help society know that the management of the left hand stopped being a phenomenon long ago and for that reason, the discrimination and the misinterpretations about the meanings of left-handedness must be avoided to try to help value the skills they possess in a world that for them is the other way around. Also, the following research is applicable to our society because is used to compare the Second Language acquisition of an L2 (English), in different educational centers where the test were carried out in order to get suitable information to verify the hypothesis and objectives set. An important point to bear in mind is that the research carried out could explain and show the differences between the learning processes in both educational centers. On the other hand, in terms of its scope, this work can provided ample information related to problems that might appear in the process of learning a Second Language L2 (English) on the part of people who use their left hand and the ones who use the right one, by knowing explicitly the subjects and areas where left-handed people develop better are more competent compared to right- handed ones. In addition, from a theoretical point of view, this research generates a reflection on the difference in teaching methods for learning and acquiring a Second Language, in this case English, as well as on the existing knowledge of the area investigated. Similarly, from a methodological point of view, this research can generate the application of a new method of differentiated teaching to generate valid and reliable knowledge within the indicated area. After that, in terms of its scope, this research may open new avenues for studies that present situations similar to those presented here, such as, for example, the field of neuro-linguistics, and serving as a frame of reference for these studies.
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CHAPTER III
III. A. THEORETICAL FRAMEWORK III.A.1. GENERAL THEORETICAL FRAMEWORK III.A.1.1. DEFINITION OF THE TERM “LEFT-HANDED PEOPLE” AND ITS ETIMOLOGY
Left-handed people are those people who favour the use of their left hand over their right hand. This is a characteristic that should not be changed for any reason. However, it must be recognized that dealing with a world in which the vast majority is right-handed is difficult. To begin with, even the names given to left-handed people in several languages leads to some complicated meanings; for example: "siniestro (sinister) in latin, crooked (gauche) in French; false (mancino) in Italian; embarrassed or confused (linkish) in German; evil (canhoto) in Portuguese. In English, sometimes the term left-handed is used to indicate someone who is inept, awkward, old or insincere. Even though the meanings vary in different languages and countries all of them seem to have a negative connotation; in addition there are many misunderstandings about the meaning of the term itself and what it really is". Leaving linguistic peculiarities aside and from a qualitative point of view an important fact is that left-handed people as well as right-handed people have the ability to learn one or more second or foreign languages; it all depends on the amount of practice and constancy dedicated to this endeavor. If people in general are stimulated they should be able to develop a new word retention ability and an ability to hold short conversations in certain contexts as well as to visualize clearly the purpose of learning a Second Language. In this regard and in relation to the left hand, apparently being left-handed implies much more than just using the left over the right hand, it seems to be a gift that should not be changes for any reason. Left-handed people are not clumsy and they don´t pretend to make everything more complicated. As pointed out above, it is the right-handed world that makes left-handed appear to have more difficulty dealing with it. However, sometimes they are considered actually as "phenomena" or even freaks, according to Roger Wolcott Sperry (1961). In fact, in almost all languages right is synonymous of right, just, upright, skilled, clever; that is to say, positive qualities. While left or sinister means crooked, flawed, unhappy and even fatal. In addition, apart from subjective attributes, several studies describe the specialization of each cerebral
10 hemisphere, the left is usually the dominant side, it is involved in reasoning, language, writing, and reading, whereas the right hemisphere is generally less dominant, it is involved in nonverbal processes, such as art, music, and creative behavior. Therefore, it would seem to lead us to think that people who have a dominant right hemisphere have a greater ability to learn a Second Language. This concept is used as a departure point in this thesis. From there this thesis shows the difference between left-handed people and right-handed individuals, emphasizing the comparison of the ability to learn a second language, both, by right-handed and left-handed people. Specifically, reflecting on the left-handed phenomenon, this paper asks what is the difference in the ability to learn a Second Language on the part of the students of the Linguistics and Languages Department as well as those of the Centro Boliviano Americano, in their different levels: Beginner, Intermediate and Advanced. In order to do so, the hemispheric functions are considered as pointed out above: the left side is responsible for speech and calculus and the right side is responsible for abstract things: Half of the left hemisphere is analytic and the other half is emotional; for example artists are dominated by their right side and scientists by the left. However, "The cognitive sciences through new neuroimaging techniques (PET, fMRI transcortical stimulation), provide a new natural form of Second Language teaching and learning as well as providing a scientific base to what teachers intuitively knew about language. Today brain science allows the obtaining of images and to measure the brain activity when it is working on a task, allowing an understanding of the changes occurring in the brain when it is acquiring a Second Language” according to Pérez Ruiz (1990). Consequently, in this project the differences between the ability to learn English as a Second Language on the part of left-handed people compared with right-handed people, is explained to further understand the skills of left-handed people. To this end, the following research develops what left-handed people are in comparison with right-handed people, emphasizing the Second Language learning skills on the part of both right- handed and left-handed people.
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III.B. THE LEFT HANDED PEOPLE III.B.1. ETIMOLOGY III.B.1.1. BRIEF HISTORY
Historically and culturally the left-handed world has occupied few privileged places. Since ancient times many superstitions have survived from generation to generation, for example: don´t get out of bed with your left foot. Many words that make a reference to the left side imply the idea of rudeness, awkwardness and unhappiness. As pointed out above, even vocabulary and meaning seem to indicate the predominance of the right hand. This is an extremely old phenomenon, apparently as old as the laterality itself, which is a biological feature and non-cultural, according to Tepán Gomez and Zhingri Matute (2010). For this reason, there are many cases in which left-handers are unconsciously or consciously discriminated against, because in our world, wherein they develop, everything right- handed dominates and left-handed is bad or sinister. In Latin etymology the word for “right”: “rectus”, means straight, skillful, right, honorable, while its counterpart “sinestrus/sinister” is used to refer to unfavorable things, bad omen, evil. Some languages have a negative word or double meaning for lefties: English: right = right, fair, right. Left = weak, broken. However, outside of these societies’ arbitrary conventions, analyzing statistics on the prevalence of left-handed laterality by place and gender, the conclusion can be reached that there are more left-handed boys than left-handed girls in different parts of the world. In addition there are more lefties at an early age; and when growing up, the percentage (contrary left-handed) decreases, Tepán Gomez and Zhingri Matute (2010). With respect to these concepts, it can be said that the language is discriminatory in some aspects, since the definitions of the left handers are not exactly very good compared to the definitions given to right-handers. This phenomenon implies a use of language that is discriminatory with respect to its form. Although at the present time it has been practiced that the lexicon adapts to the new times; however, despite the efforts, discrimination in language continues to exist. To prove it, you just have to continue with the language exercise and go to the dictionary to look up words like some of the most used terms in this work, such as: right-handed and left-handed. I think that the vast majority of languages must create or adapt new terms and definitions in order to correct accepted meanings.
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In light of the above, in this work basic concepts of left handedness and their importance in the learning process of English as a Second Language are analyzed, in comparison with right-handed people, in the Linguistics and Languages Department of the Universidad Mayor de San Andrés (UMSA) and the Centro Boliviano Americano (CBA), in their Basic, Intermediate and Advanced levels. In addition, the research sought to make an approximation to the world of left handers in order to make it available to parents, teachers, students and whomever else might be interested in it. But above all, this thesis analyzes and describes the most important and relevant points that influence the process of learning a Second Language and the comparison that exists in the acquisition of a Second Language for both, left-handed and right-handed people.
III.B.2. THE BIOLOGY OF LEFT-HANDED PEOPLE
To consider left-handed biology, it is necessary to examine different approaches by different authors:
a) GENETICS AND BIOLOGY OF LEFTIES
The development of human motor behavior begins before birth, eight weeks after the sperm gestation, with the first body movements, until reaching maturity or fullness of the individual’s personality. Thus, all individual energy is channeled to various muscle groups of the body to develop the speed, the strength and coordination of body movements. Based on this fact the following hypothesis are stated that could lead to the birth of left-handed individuals: 1. The mother´s age (progenitors older than 30 years. They would be more likely have left-handed offspring). 2. Environmental conditions in the uterus during pregnancy (high testosterone levels, this would facilitate the left hand in the child). 3. Perinatal circumstances (premature birth or low weight birth). 4. The influence of ultrasound tests or ultrasound (women subjected to them could be more likely to have left-handed males because it could disturb normal development of the male brain, but there is neither consensus nor convincing evidence actually of these positions).
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5. When children are born they are ambidextrous and it is only at two months that the brain begins to produce a division of tasks between the work hand and the creative hand, but only starting the third year is it possible to confirm that the child is left-handed, according to Kolb Wishaw (2002). 6. Kolb Wishaw (2002) also indicates that there is a time lag between three to seven years called quirilancy, better known as ambidiestrism. However, the experiments performed show us that a person’s perception is different in each cerebral hemisphere. The right side is more serious and sees things with less humor. Could that be reason why the left hand is called sinester and the right skillful?. This work tries to determine if this theory exerts some influence in the process of learning languages. According to these definitions can be explained that the left-handed to live in a world skillful, try to adapt to a world that for them is the reverse, not only manually and with the tools of use, so also in the sense that for them It is easier according to their life practice and their sensitivity, to develop with more skill, creativity and adaptability the different techniques in learning a new language, in this case English (L2).
INNATE GENETIC FACTORS
Innate Genetic Factors refer to hereditary transmission from parents to their children of the laterality of their parents’ brains. In other words, their hemispheric predominance will affect their children’s. Evidence shows that the percentage of left-handed children when both parents are dispersed is of 46%. However, when both parents are right-handed, the percentage of left-handed children decreases enormously (21%), and down to 17% if one parent is left-handed and to 2% if both parents are right-handed. These numbers show that the genetic factor is influential in people who are born with these characteristics, and that the laterality is pre - dominant for them for the rest of their lives. It can also be pointed out, according to studies by a group of researchers at Oxford University, carried out in August 2007, that a child developed more his right hemisphere as a result of inherited traits, and that the "LRRTM13 gene" is the one that determines whether a child will be a left-handed person. However, several authors disagree with that right lateral or sinister laterality is determined at birth and is not affected by education. This disagreement stems from studies carried in identical
14 twins which find that they have different lateralities (20%) which, in turn, indicates that the hereditary factor does not intervene alone. Thus, dominance is also not total, in other words the large majority, despite having clearly determined lateral dominance perform actions with their non- dominant hand. The studies of Tepan Gomez and Zhingri Matute (2010) also indicate that testosterone is influential. A high level of male hormone, prenatal testosterone, could predispose towards the development of a left-handed person. Another theory also says that exposure to high doses of testosterone before birth can induce left-handedness. Given that a much higher level of testosterone appears far more often in men than in women, it would appear to be a possible reason why there are more left-handed male children. The studies also point out another possibly important cause of left-handedness: birth stress. This could provoke injuries in the left cerebral hemisphere of a baby during pregnancy or during the first months of life, which, in turn, could cause the right hemisphere develop more to compensate, leading to the creation of a left-handed person. Another important study is cited by Josse and Tzourio and Mazoyer (2004). They affirm that right-handed people whose first-degree relatives are also right-handed have a very high probability of having a language lateralized in the left hemisphere. As to the studies related to laterality, some people do not find any relationship between speech learning and language, thus the process of language learning be it the first or Second Language is similar. That is why the aspects mentioned above are taken into consideration. However, a majority of the following authors supposes that the laterality of the upper limb (Bishop, 2001, Tirosh, Stein, Harel and Scher, 2000) and many others like them think it does (De Agostini & Dellatolas, 2001; Dubois et al. 2008; Lamm & Epstein, 1999, Natsopoulos; Koutselini; Kiosseoglou & Koundouris, 2002, among others). Thus Natsopoulos, Kotseulini, Kiosseoglou y Koundouris (2002), analyzing 270 children, half right-handed and half left-handed observed that right-handed people have a greater capacity for reading ability than left-handed people. In addition, studies show that when a baby is in its mother’s womb it is already possible to see whether it will be left-handed or right-handed. If it will be left-handed the baby’s head will be supported on the left, contrary to when it is held straight. Although it may only be a coincidence, the reality is that this phenomenon is repeated in almost all cases.
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b) THE LEFTIES ENVIRONMENT
Another hypothesis shows that a person becomes left-handed in response to the environment where he/she develops. It is possible to explain this phenomenon based on some authors´ studies.
III.B.3. IMPORTANT ASPECTS OF LEF-HANDED INDIVIDUALS BIOLOGY TO OTHER AUTHORS
According to some authors a child is not born left-right-handed, rather he is continually developing a preference since his early childhood, influenced by the genetic trend, but more so by the environment which surrounds the child. Thus, the period from six to seven years is a very important time in the definition and development of laterality because it is during the child’s basic education when much of the cognitive and affective strategy keys to a successful life are internalized. Similarly, if a child´s laterality is not respected learning difficulties appear, converting the child into a frustrated left-handed person. Therefore, practice shows that it is better to respect the laterality of left-handed or right-handed children, because respecting their laterality, whether right or left-handed, will result in no difficulty for their hemispheric dominance. As Ramirez, Araque, Alba (2005) indicate: "the left-handed, from the point of view of motor executions, would not have greater consequences if it were not because they have to adapt in their practice to motor skills in more or less complex measure which can hinder their daily life. " Thus, from the age of five, children fix their laterality and discriminate the left side from the right side. This "maturational age" coincides in time with the "school age" and the beginning of the teaching of reading and writing. Natural lefties do not have to be affected in their learning process, but those students who are contradicted in the educational intervention, the use of their left hand for school learning can delay the discrimination of their laterality and lead to the development of the known dyslexia that seriously compromises the future of the student with the appearance of more or less strong discontinuations. This can be worse still, if the laterality with respect to the plane has not been fixed, given that up to that moment the mastering of the lateral concepts (left - right) has been made by the individual with respect to his corporal axis. Therefore, as far as biology is concerned, it is known that in the case of a right-handed boy or girl, the left hemisphere is the dominating one and in case of left-handed people it is the right. Each
16 left-handed and right-handed individual has a different general command, which means they are more skilled in the use of one part of their bodies compared with the other one. Which gives us to understand that if we force a left-handed child to handle his right, we would be against his normal cognitive development, since this is controlled from the right cerebral hemisphere, which as we already explained has greater dominion over the left-handed. At the same time this could be against producing because it would be affecting the evolution in the child's cognitive development and thus in his innate ability as an influence of his creativity to develop a better ability in language learning. Thus, it is also possible to mention that laterality is more developed. This follows a process divided in three phases, as indicated in the work of Tepán Gomez and Zhingri Matute (2010). According to these authors, the three phases are follows: 1. Identification phase of clear differentiation (0-2 years). 2. Alternation phase of contrasting definition of efficiency (2-4 years). 3. Automation phase preferably instrumental (4-7 years). Similarly, they also point out that "in the evolutionary development aspect, it is at about four years when the preference is established of one hand or another, but it will be about 6 or 8 years approximately when it will be known definitely if the child will be right-handed or left-handed. The nervous system needs to function as a hierarchical system in which each part has a specific task and in which all parts work together contributing each their function to obtain effective results with a minimum effort. This is necessary so the nervous system can process all stimuli that reach it constantly". This is why people are, at every moment, constantly receiving a great amount of information from their sensory system and using this information to interact and adapt their behavior with the world around them. A left-handed person has a predominant right cerebral hemisphere, that person has more natural strength on left side of his body and is, therefore, guided by his instinct to move counter- clockwise, according to Cebec (2004). The left-handed child spontaneously controls the left side hemi - body (hand, eye, foot, ear); he does so with greater accuracy, strength and ability because of his right brain hemisphere is the dominant one rather than following a left - right direction; his movements tend towards the opposite direction right - left, producing the so - called mirror writing. "The majority of manual left-handers
17 are also ocular, but also a large number of rights preferentially use the left eye when they only use one", according to Cebec (2004). But at the same time, we can understand that not only manages the hemi body, due to other theories, we have as knowledge that the right cerebral hemisphere also manages thoughts and emotions, so that the left-handed person can be more sensitive to hearing skills, speaking, reading and writing in the case that was studied and also has its most developed creative side.
III.B.3.1. LANGUAGE AND BRAIN
The brain is a double organ formed by two hemispheres which work together, but usually one of them dominates over the other. On the other hand, both work in different ways and "with crossed cables". Each cerebral hemisphere specializes in certain functions, so the left hemisphere is essentially responsible for logical or mathematical functions, language and writing. While the right hemisphere prefers emotional and creative functions. Consequently left-handers are often more sensitive and imaginative but also more clumsy and less talkative than right-handers. Both, left-handed and right- handed people have a corpus callosum which is a place where both hemispheres communicate. The corpus callosum is not the same in right-handed people who have a less thick and finer corpus callosum than left-handed individuals. This would seem to facilitate a greater speed and precision of the cerebral connection. Investigations have determined the density of the corpus callosum (the place where both hemispheres communicate). It gives left-handers better episodic memory (memory of experiences with its temporal relations), but a worse semantic memory (memory of word meanings or data decontextualized) because, it is speculated, that the information tends to be stored in the left hemisphere while the space - time context does it in the right. A study of children who lacked one hemisphere revealed that those who have only the right hemisphere understand most phrases in a conversation, but they had problems interpreting more complex sets, such as passive phrases. In contrast, children who have only the left hemisphere don´t have difficulties even with complex phrases. In this regard, Wolcott Sperry, documented that when the left brain is active the right brain is relaxed and vice versa, proving it by means of electroencephalographic studies.
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Sperry's studies (1749-1757, 1961) reached the conclusion that most people have a dominant hemisphere and each of us needs a balance between the left and right brain to function healthily. On the other hand, the left hemisphere is involved in thinking, speech, writing and reading, whereas the right hemisphere is generally less dominant. It is involved more in nonverbal processes such as art, music and creative behavior. Aside from this, in several experiments spoken words were found to produce responses in the left hemisphere while certain noises like mechanical clicks produce higher levels of response in the right hemisphere. Other studies have found that the right hemisphere has speech capabilities that remain in a latent state, but which can be activated, if necessary. Thus, patients suffering from right hemispheric injures have difficulty in intonation and understanding jokes and metaphors. In addition, the right hemisphere can name objects but it is not capable of doing syntactic operations.
III.B.3.2. NEUROPSYCHOLOGICAL IMPLICATIONS IN LEFT-HANDERS
"Neuropsychology is the study of the relationship between brain function and behavior" as it is described in his literary work by Kolb Wishaw in his book “Introduction to the Brain and Behavior”. Neuropsychology is also a scientific discipline responsible for studying the relationships between human cognition and brain activity. Again we can say the function of the brain’s hemispheres is crossed. The left side is responsible of speech and calculus. Instead the right hemisphere abstracts things and is spatially located. In other words, one half is analytical and the other is emotional. For example, artists are dominated by their right side and scientists by the left. In addition, being a left-hander does not only refer to the predominant use of one hand, but also of one leg, eye. It refers to the predominance of one hemisphere over another, or to the comparison of both hemispheres. It is during the quirilancy stage when both cerebral hemispheres are equipotent, which means that there is still no dominant hemisphere. It is at this moment, which is part of the normative process of maturation, that the preference will be defined. At this stage, some teachers or parents who think they are doing good, facilitate the use of the right side over the left. That is the wrong attitude because it is at this time that the child must determine his natural manual preference.
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These facts are considered as a starting point for the differentiation of the skill and the preferences during this stage, which later determine the skills that these people acquire over the years as well as the maturation process. In addition, there is a lateralization of functions in which one hemisphere controls the contralateral side of the body, but this kind of dominance does not mean that the left brain dominates the right brain (the localization of linguistic functions in the left hemisphere in most cases is shown as being dominant) because there is a division of work based on cooperation and complementarity of their performance.
III.B.3.3. THE RELATIONSHIP BETWEEN THE RIGHT AND LEFT HEMISPHERES
The brain is divided into two hemispheres: one right hemisphere and one left hemisphere, and it is considered that each of these hemispheres develop different functions, since it is the cerebral laterality that causes corporal laterality, that is to say, there is a specialization of hemispheres. That is why laterality is defined as being a particular activity that occurs more frequently in one side of the body rather than in the other. In this regard, Tepan Gomez and Zhingri Matute (2010), indicate: The left hemisphere, also called "symbolic" or "logical", is responsible for language processing. Therefore the left hemisphere processes the information sequentially and linearly, forming the image of the all from the parts and it is built for analyzing the details. It thinks in words and numbers, and contains the ability for mathematics and for reading and writing. The right hemisphere, called "visual", "postural" or "holistic", is responsible for processing spatiotemporal information; it works with visual images and controls the holistic functions. In light of this, the left hemisphere is considered the "dominant hemisphere” because of its ability to analyze and control over oral and written skills. The right hemisphere is established as being "subdominant" because it is more intuitive altruistic and cooperative. Therefore, the right hemisphere processes information in a general way. It uses as a starting point the all to understand the different parts that make up everything. It is intuitive and thinks in images and feelings. This hemisphere employs a different style of thought, creating a variety and quantity of new ideas beyond conventional patterns. Schooling takes into account the skills of this hemisphere in art, music,
20 languages and physical education courses. Given that the right hemisphere is more creative intuitive, imaginative, highly visual, left-handed people are excel at art and mathematics, while the left hemisphere specializes in analytical thinking, logical, sequential. It is used for verbal tasks, so right- handed people excel in the exact sciences and technology.
However, it should be noted that one hemisphere is not more important than other, because in order to be able to perform any task, we need to use both hemispheres, especially if it is a hard or complicated task. This indicates that as a result of the dominance of the right hemisphere, which in this case is dominant in left-handers, we can see it is the one that is taken into account to describe the learning abilities of arts, languages, and others. This specific case study points out the Second Language learning ability in left-handed people. Researchers Peker and Pogun (2006), have studied the possible connection between musical talent and motor laterality, showing a higher percentage of left-handers among music students compared to other types of students (Music 20%, Art 12%,> Engineering 11%, Psychology 6%). This would seem to show left-handed people are more skilled at learning arts, music and therefore languages. Which should mean that left-handers should also show more skills in learning a Second Language. This fact is examined in the theoretical framework chapter. This leads us to think that not only the lefties are more creative but, apparently, they would also be smarter. During an investigation, Dr. Searleman (2017) discovered that among the lefties there was a higher percentage of people with an IQ of 140 points or more. I do not know what causes left-handers to have these cognitive differences, although we think that living in a world made for right-handed people, they must find a way to improvise from an early age to perform various actions with implements that are uncomfortable. Nevertheless, other studies reveal that not all left-handers have right-brain dominance. In the case of some left-handers the left side of the brain controls the left side of their body. Some left- handers and ambidextrous people may have left, right or cross dominance. Thus, 30% of left- handers do not have a dominant hemisphere, that is to say the two hemispheres of these left-handers tend to be less lateralized or specialized to the right or to the left. This could mean that they are more susceptible to have learning problems, although these lefties can possess an advantage since the regions that process mathematics in their brains are distributed in greater amplitude in both hemispheres. That is why many lefties excel in mathematics.
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Similarly, it has been thought that the use of different brain areas by bilingual people could be due to the way a second language was learned: factors such as age of learning, modality, level of competence, linguistic environment and motivation. They seem influence as well the biological organization of the language of a bilingual person. This seems to be borne out by numerous studies carried out, in particular by the Abutalebi, Cappa and Perani (2001) study carried out with the ATB test (Aphasia Test for Bilinguals) on Chinese - English bilingual people who had learned the Second Language (English) during their period as teenagers. They had to conjugate verbs. The two languages showed an activation of the same brain structures (left lower frontal cortex, frontal lateral dorsum, parietal temporal and right cerebellum). The results of this work of study suggest a common brain representation at least at the macroscopic level for both, the first and the Second Language. In comparison, this work points out clearly that the right hemisphere controls the concrete and imaginative thinking and the left the logical and abstract thinking. In addition, the left hemisphere is specialized in linguistic processing (Dubois, et.al 2008) as well as in analytical logical and sequential or serial processing of information and the right hemisphere is more related to spatial- type activities such as perception of depth and form. Because of this hemispheric functional specialization left-handers are considered more sensitive and imaginative, but also more clumsy and less talkative than right-handers. There are several authors who refer to reading alterations and learning alterations, which leads us to think that they could also cause alterations in the learning of a Second Language. As things stand at the present time, although there are no conclusive studies, there are several authors who mention the influence of laterality on (Boltanski’s, 1984) lectographic alterations: more specifically;( Netltle; 2003) y ( Oltra, 2002), among others. In fact, (Mesonero, 1994) explains that when a professional encounters a child with learning difficulties in reading, assuming the child is normally intelligent, the delay is attributed, among other things that may not be discarded, to aspects such as the environment and family to difficulties discriminating between right and left, to delayed maturation in the nervous system and laterality alterations (cross, ambidextrous, or frustrated left- handedness). There are also alterations in other learning areas, such as writing, according to studies performed by (Mayolas, Villarroya Aparicio, and Reverter, 2010). On the other hand, since many studies relate school learning with the laterality of the upper limb without having considering the others, this study compares children’s learning processes according to their manual laterality, so as
22 to be able to compare the data gathered in this study with that of other studies. Thus, the children were divided into two groups: the right-handed and the left-handed. “According to the results of the comparison that is made in this research, it is possible to see that left-handed children receive worse valuations in all items, with a large degree of difficulty learning to write and in organizing their work.” What this means is that left-handed children at least at the cognitive level, should not have problems learning a Second Language. However, this concept is more broadly developed in the Specific Theoretical Framework section of this work. For Mazet and Houzel (1981) the homogeneous laterality, right or left, does not pose any problems. They affirm that homogeneous left-handers are capable, with their dominant side, to carry out actions of the same quality as the right-handers. There are authors who affirm that a relationship exists between left-handedness and a delay in the development of language. Longoni, Scalisi and Grilli (1989) found that the only significant difference between the laterality of left-handed children and some verbal skills, is that there are few left-handed children who can read faster. Given that there exists a strong relationship between laterality and hemispheric dominance for language (Ellmore et al., 2010, Isaacs, Barr, Nelson & Devinsky, 2006) our results could be explained, as Szaflarski et al (2002) and Ellimore et al affirm (2010) by the fact that a right-handed child will have developed his left hemisphere, where his reading and speech functions reside, whereas left- handed children, with a dominant right hemisphere, do not have the reading functions in this hemisphere. Two studies, with very similar conclusions confirm these findings Pujol, Deus, Losilla y Capdevila (1999) find that that right-handed individuals have a 96% lateralization of the language in the left hemisphere, whereas on 10% of left-handed individuals have a lateralization of language in the left hemisphere, and 10% of left-handed individuals have a lateralization on their right hemisphere. Likewise, It has been demonstrated that left-handers access more easily both sides of their brains, which is not the case with right-handers. Therefore they have more creativity. In addition, there are more left –handers with IQs above 140 than right-handers. This number should be referred to as a percentage, because approximately only 10% of the world’s individuals are left-handers, according to Tepán Gomez and Zhingri Matute (2010). The conclusions arrived at as a result of research carried out in last years with different methods of analysis, electrophysiological and behavioral measures converge in some points. Mainly in that the brain systems underlying the first and Second Languages are generally shared without
23 significant differences neither between languages or people. Factors such as the acquisition age and linguistic competence influence the brain representation of languages as well as the linguistic environment. With these definitions, we also believe that by having to adapt to the world, left-handed people are more ambitious when it comes to achieving things and put more effort and creativity, which in the long run translates to the academic field. In addition, one objective of this work is to perform a review of studies that analyze the functioning of the brain in bilingual people. For specific case of this study, the assumption is that there is a possible, different, brain organization in left-handed people in the process of acquiring a Second Language compared to right-handed people. However there are other concepts, definitions and contradictions in this respect if a person is born left-handed or becomes left-handed over time. Thus, there are studies about genetic factors which influence whether a person will be left-handed or not. Although, we can not only speak of laterality by the use of the hand, but it also seems that it is not so much being left-handed as the intensity with which one hand is preferred over another (one cerebral hemisphere over another) which determines cognitive abilities. Experimental studies suggest that memory, the flexibility to change opinions, tastes and judgments, risk perception and other abilities depend on the right half of the brain.
III.B.3.4. PSYCHOLOGICAL ASPECTS
According to studies by Tepán Gomez and Zhingri Matute (2010) in their Tesina work, lefties have a childlike personality, they are apparently careless individuals, responding to the environment in a changing and ambivalent way, and they are, in their vast majority insecure "The left-handed child develops a deteriorated self-image, and considers himself unable to achieve what other children achieve. Given that he is continuously negatively accused, or given that he is asked to perform at a level for which he is not prepared, he considers himself to be useless or he does not understand what is going on. A left-handed child has the same ability as a right-handed child the difference is only that he assimilates the information differently". These are some psychological and motor characteristics that indicate that a child is left- handed: "According to studies made by Gesell the child pays attention to the preferred hand 28 days
24 before the other hand, and a right-handed child looks at his hand at 115 days from birth while a left- hander does it at 141. It shows that the maturation process of hands is linked to thought development, the intentional impulses and attention "(Llaca et al., 2006, p.675). Similarly a left-handed child develops the following psychological characteristics according to Tepan Gomez and Zhingri Matute (2010): Low self-esteem, low confidence in both his social and intellectual resources. He considers his left hand as a difficulty because he thinks that education is given only to right-handed children and not to a left-handed child. He wants to attract attention frequently. He is usually shy and irritable and sometimes stutters; all this because he feels inadequate to fulfil the expectations of the right-handed world around them. The lefties writing is trembling and wavy. Other characteristics are the numerical and spelling inversions, as well as mirror images. It is possible that he carries out the school activities slowly, so he is described as being lazy, when what really happens is that he has a harder time processing the information. A left-handed child is usually one to two years behind in learning to read or writte compared to a right-handed child. A left-handed child is an individual with an equal or higher intellectual capacity to that of a right-handed child. In light of this, it is clear that the period time between six and seven years of age, is a very important moment in the development of laterality because it is during basic education that a set of cognitive and affective strategy keys to the success in life are internalized. However, even in those cases where the child adapts to his right-handedness, the mother´s demands may be in opposition to the child´s development. The consequences of this can be catastrophic to the child’s motor development and temporal space orientation as well as at a psychological level. That is why the child fails to learn in his family environment, when the mother assumes an aggressive attitude or of rejection, resulting from her fear of having an "abnormal child”. (Izquierdo and Sarmiento, 2003, p.92, 93). Likewise it is also clear that the first years of baby are critical for his human development. Therefore his motor, perceptive and sensory activities should be started early. The cervical tonic reflex is a good diagnosis in children less than 6 months old. With the child lying on his back in
25 order to determine which side his head is directed to. If he turn right it, he will be a future right- hander or if he turns left he will be a left-hander.
III.B.3.4.1. DIFFICULTIES IN LEARNING BY LEFT-HANDED INDIVIDUALS
The following can also be understood as "disabilities" or "inhabilities" in learning: "It is a general terminology that refers to a heterogeneous group of disorders. They are manifested by significant difficulties in the acquisition, use of listening, speaking, reading, writing, reasoning or mathematical skills. These disorders are intrinsic to a child due to a dysfunction of the Central Nervous System. They could occur throughout the life cycle ..."(Castillo, 2007: p.3). Thus, a child with learning difficulties can be described as being a child, male or female, with ability and capacity, but unable to set it into practice because the child has a strategic deficit and needs access adaptations to achieve those learning objectives. This means that as a learning problem it is obvious that when the child's laterality is not respected (we re-educate left-handed children), the difficulties begin as the left-handed child becomes a frustrated left-hander. Whereas if the child’s laterality were respected, whether pure right-handed or defined left-handed, there would be no difficulties. This is a learning problem that could result in the child having learning difficulties as well as in the use of some skills. For this reason the frustrated left-handed child has difficulties such as: dyslexia, dysgraphia’s, dyscalculia, dysortography, language disorder, among others, that are evident during the first years of school.
III.B.3.5. EMOTIONAL ASPECT
The emotional factor also plays a decisive role. If a left-hander is pressed to perform some tasks, including school chores, at the same speed and with the same degree of efficiency as right- handers this can provoke feelings of insecurity and frustration. Left-handed children are usually affected in their emotional state because they must learn to adapt to an environment designed for right-handers. In addition, activities that do not represent a particular degree of difficulty to right-handed children, such as cutting along a dotted line or learning to write, represent an increased degree of
26 difficulty for left-handers. These small daily problems can generate anxiety or even lack of confidence in children when, due to their young age, they are incapable of recognizing the true cause of their awkwardness. It should also be pointed out that, for a left-handed child to work with a tool designed for right-handers, will cause frustration because of the discomfort it implies. This, in turn, indicates that most left-handed children respond to their bodies’ reflexes in a clumsy manner, because they are living in a right-handed world. They have capacity to face problems in their physical environment but they have few abilities to do so in a skillful way. They have a higher degree of difficulty in carrying out tasks that are imposed on them, just as they are to right-handers. In fact, with effort and discipline they achieve the same results. As a result of this, left-handers feel emotionally uncomfortable and sometimes confused, but also at the same time, they feel a higher degree of responsibility for doing a double job when they are learning a task, and a result of that they may try harder.
III.C. THE RIGHT-HANDED III.C.1. ETYMOLOGY
Regarding the right. Corominas points out: "RIGHT is derived from the Latin directus, straight, direct participle of leader, direct, guide, lead, with its synonyms duty, commitment, right- hander, starboard." Likewise the Cuyás dictionary translates "right-handed, straight, skilled, equitable, proper, convenient, rightful, right, exact, true, real. With uses such as right man – the right man - right boumer - the greatest triumph in a game, right hand man – most trusted man, the right arm, all right - good, conform, to be right - to be right.”
III.C.2. BRIEF HISTORY
The symbolic analysis of right and left took its first steps in the essays published by the Anthropologist Robert Hertz in early twentieth century and later gathered in a book with the suggestive title: "Death and the Right Hand" (Hertz, 1960). Hertz was conscious that biological differences favoring the right hand are not strong enough to justify its almost universal association with life, the good and positive and the corresponding association of the left hand with death, the
27 bad and the miserable. It was necessary for it to be associated to a symbolic system of conceptual poles that they acquire their meaning by opposition, by dividing the world into discreet and opposite sections. Only this symbolic context could motivate the selective training and exclusive preference for the right hand. This could also lead to the preference shown by human beings for the organs and members of one or the other side of their bodies, which is due to the structure and functioning of the brain, the organ responsible for motor life.
III.C.3. RIGHT HANDED BIOLOGY
The brain is made up of two symmetrical hemispheres. Each of them has functions which are more specialized, but they both take part in all these functions, working together in each and
every one of our interpretations and responses. The right hemisphere, that dominates left-handed individuals, is also called "symbolic" or "logical". It is the controller of language and sequential information processing. The right hemisphere called "visual", "positional" or "holistic", is responsible for corporal-spatial processing information, works with visual images and controls the holistic functions (relating to everything, it considers everything at once). The left hemisphere, which controls right-handers, is known as the “dominant” hemisphere for its ability and analysis and control over oral and written language. The right hemisphere is, therefore, "subdominant" because it is more intuitive, altruistic and cooperative. Simplifying things, the first could be referred to as the "scientific hemisphere” and the second as the "creative hemisphere”. R.W. Sperry mentions two ways of thinking: verbal and nonverbal, represented by the left and right hemispheres respectively. We must not forget, however, that both work at the same time and the work of each hemisphere separately impoverishes its functions. In light of this, both, results from studies carried out, as well as a simple observation of daily life, lead to think that the human brain is not symmetrical in its functioning. Most people have a preference for their right hand which is controlled by left side of the brain. The linguistic skills are also predominantly on left side hemisphere. This is the reason why the old belief that the left cerebral hemisphere is dominant one, considering the right as subordinate, would appear to be outdated. This conception has been revised in the later investigations and it has been shown that each hemisphere has its own specific talents. Thus, some explanations found to describe those in whom the right
28 hemisphere dominates in relation to aptitudes for music and for acquiring knowledge of certain complex visual patterns. Likewise, the right hemisphere concerns, more particularly, the expression and recognition of visual stimuli. In ninety-six per cent of right-handed human beings their left brain dominates for language. On the other hand, in left-handers this percentage would be of around 70% (Knecht, et.al. 2000). This relation between manual preference and cerebral specialization for linguistic functions has been considered by some authors as a coeval locution unique and singular of the human brain. According to this perspective, in humans, the evolution of manual dominance would be related to the evolution not only of oral language but also of body language, the use and production of instruments, and other higher cognitive functions (Bradshaw & Rogers, 1993). In most cases the manual laterality is evaluated in relation to the preference in use of the hand to perform different behaviors like writing, throwing, to hit and other type of daily activities. Some have developed standardized scales of preference to measure manual dominance in children (Porac & Coren, 1981). However, these types of evaluations do not reflect the continuous distribution of manual laterality. What they do is to classify people into a series of homogeneous categories, taking into account different degrees of preference between right-handedness and left- handedness.
III.C.4. PSYCHOLOGICAL ASPECTS
From a behavioral point of view, manual preference is a functional asymmetry clearly established in human beings. Approximately between 85% and 90% of human beings have a lateralization of their skilled hand (Annett, 2002). As is well known, manual laterality is an indicator of hemispheric cerebral specialization for motor tasks and it would indirectly provide us with information about linguistic functions in the human brain. This is why, it seems that it is not so much being left-handed as the intensity with which one hand is preferred over another (one cerebral hemisphere over another) which determines cognitive abilities. Experimental studies suggest that memory, the flexibility to change opinions, tastes and judgments, risk perception and other abilities depend on the right half of the brain.
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III.C.5. EMOTIONAL ASPECT
Right-handers, even if they do not differ in intelligence and aptitude, are benefited in that the world is organized for their needs, while left-handed individuals have to generate skills and intelligence to solve same problem. All the above is not intended to divert the field of study of this thesis which is actually the comparison in the learning a Second Language L2 in this case English, by left-handed people compared to right-handed people. Rather it leads to the study of the process of learning a Second Language, which in turn, involves some areas in that process; areas that are dealt with later in this work. SUMMARY OF THE MOST IMPORTANT ASPECTS OF THE THEORETICAL FRAMEWORK
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CHAPTER IV
IV. THEORETICAL FOUNDATION
This work has demonstrated that left-handers, using their right hemisphere more, have abilities that allow them to develop more creativity in learning in certain areas. Therefore, the relation of this variable, plus the use of the right hemisphere, plus more creativity, plus learning, provides the necessary support for the proving our hypothesis: left-handers learn more easily an L2 than right-handed individuals. On the other hand, since many studies relate school learning with upper limb laterality, without taking into account the others, it was compared the children´s learning according to their laterality, so that we can relate our data to those of other studies. Thus, we have divided the children into two groups: right-handed and left-handed.
In addition, this thesis provides a brief review of other studies that analyze the brain functioning of bilingual people.
In this sense, by way of example, researchers Peker and Pogun (2006) have studied the possible connection between musical talent and motor laterality, having demonstrated a higher percentage of lefties among music students compared to other types of students (Music 20%, Art 12%, Engineering 11% Psychology 6%), which shows that left - handed people are more skilled in learning the arts, music and therefore languages.
IV.A. ACQUISITION AND LEARNING OF THE SECOND LANGUAGE BY LEFT- HANDED INDIVIDUALS
Children can learn multiple languages perfectly, while most adults who learn a new language maintain a foreign accent and often make great grammatical errors. Recent preliminary studies of Arab-language readers suggest that the spelling of a language may interact reciprocally on the division of labor between the hemispheres for reading.
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Studies based on the English language have suggested that the right hemisphere is involved in some stages of normal reading, but this is only true if the spelling is of a type that allows the capabilities of the right hemisphere to be brought into play. For this reason, once some studies that equate the learning of a Second Language with art and that left-handed people are creative and imaginative, there should be a difference in learning a Second Language (L2) English by left-handed people compared to right-handed people.
IV.B. CAPABILITIES OF PEOPLE IN AREAS RELATED TO LINGUISTICS
In relation to our study, it should be pointed out that natural language includes all animal communications, including human language. However, human language has a characteristic that is not found in programming languages: diversity. The study of languages originates a science called linguistics, as well as philology. In almost all right-handed people and a majority of left-handed people, language skills are concentrated in the left hemisphere. However, the right hemisphere also has a function in language. In particular, it is important in communicative and emotional prosody (strength, time and intonation). Patients with injuries in the anterior hemisphere may produce incorrect intonations, and those with lesions on the right back have difficulty interpreting the emotional tone of others. Moreover, the right hemisphere has a role in the pragmatics of language, since patients with lesions in a coherent conversation and to use proper language in a social environment often do not understand jokes. Language is a very promising dimension because linguistic and psychological models allow us to speak of similarities and differences between different languages. So the right hemisphere seems to be the main responsible part for the processing of many other stimuli of a non-linguistic nature. The right hemisphere handles non-verbal sounds among other things and the left hemisphere sounds of language. The left hemisphere not only controls the right part of the body but also the speech. Consequently, the left hemisphere is specialized in the processing of linguistic signals; for which it is dominant in matters of language. In this sense, a group of researchers from Montreal (Canada) detected ten patients with language skills in both hemispheres.
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IV.C. SOME NOTES WITH REFERENCE TO LEFT HANDENESS IN DIFFERENT ACTIVITIES
In a 1921 treatise on psychiatry, being left-handed was regarded as synonymous with dementia; and in the 1960s, it was related to dyslexia. As a note, the existence of animals aligned to the left is also considered. For example, polar bears are left-handed, this points more to the idea of “eccentric” and unusual character of left handed people. Therefore, if ever a left-hander draws attention to us because of his awkwardness, it is undoubtedly because the elements are against them: scissors, can opener, potato peelers, sewing machines, tools, knives, and others. Fortunately, today these problems are diminishing due to the greater social awareness about the development of minorities. Today there are special products and lots of literature and information on the nature of left-handed people.
IV.D. ACQUISITION OF A SECOND LANGUAGE IN ITS DIFFERENT AREAS
"It is thus also the age at which we learn words, known as the age of acquisition that has a great influence on the naming process. The most objective way to measure this variable is to study child vocabulary and how it is expanded as children grow. However, it has been found that much simpler measures, such as those obtained by asking adults when they believe they have learned each word, are equally reliable and valid. It seems, therefore, that the earlier in our life we have learned a word, the faster we will produce it, although in the last few years it is speculating with the possibility that the important thing is not the age itself, but the order in which they are acquired. Whatever the exact origin of its influence, the age of acquisition is one of the most powerful predictors of denominational speed. “This is what Fernando Cuetos Vega (2011) points out in his book entitled "Neuroscience of Language". This indicates that as there is an age, there are also variables, such as the environment in which the individual develops, to achieve a good result in the process of learning the Second Language. Likewise, this means that not only the laterality of the hemispheres influences the ability to learn a Second Language, but also the role of the age of acquisition of the Second Language, as well
33 as other aspects already mentioned, plays a very important role, such as; the socio-cultural level, the social group, the time granted to practice, among others.
IV.D.1. FACTORS THAT CONDITION THE LEARNING OF A FOREIGN LANGUAGE. Before observing the direct relationship between being left-handed and the learning of a Second Language certain general concepts that exist to condition the learning of a Second Language must be examined. A foreign language is not a learning experience "tanquam tabula rasa". Regardless of whether teacher activity follows the guidelines of a "learning by reception" model, which guides students in a "learn by repetition" activity, or that develops in the direction of a "learning by discovery" to facilitate a "meaningful learning" on the part of its students (cf., on these concepts, Pla, 1997, p. 32- 38), there are a number of factors that, from their evolutionary, cognitive, affective, social nature, etc point of view., decisively influence the progress of appropriation of a new language that is incorporated into the own language (s) which the student already possesses. Later this work examines and analyzes what is understood and is of greater interest in the field of DLE (Didáctica de las Lenguas Extranjeras).
a) Age
The determination of the optimal age for learning another language has been a subject of great concern for educational psychology, particularly given that the answers to questions such as: What mental age should be considered ideal for this type of learning; What effects can produce the learning of more than one language at the same time; At what level can it be said that a child has already acquired his own language so that he can begin the study of others without major difficulties; all of them enter the field of interest of this discipline. Of course, the answers given do not usually go beyond an overly neutral agreement which, in short, advises the following the ambiguous recommendation of a neither too early nor too late "(Titone1960: 267), stating that: "At this early age, evidence about L2 learning suggests that children are still using the primary mechanisms for language acquisition and there are relatively few structural effects of the first language on the second," according to Cuetos Vega (2012) .
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Adulthood, on the other hand, presents the greatest difficulties. Some hypotheses have tried to narrow the circle around the age factor with the pretension of delimiting to the maximum the ideal evolutionary stage of learning of an added language. The hypothesis supported by a group of Scandinavian teachers who started the English Program for all students in Swedish elementary schools (using audio-visual methods and sponsored by the Institute of Applied Linguistics of the University of Stockholm), points out as the optimum age the age of "eight years", at which point the child's intuitive intelligence crosses with the discursive intelligence characteristic of adolescence. Contrary to this type of psycho-pedagogical reason, the Wilder Penfield hypothesis sets the age of "four - five" years as the most favorable moment for this type of learning and alludes to reasons based on the research of human brain physiology that point to a certain rigidity in the plasticity of the brain from the age of nine. In this sense, Penfield concludes that those who learn a language at an early age have greater facility for the subsequent mastery of other additional languages (Penfield 1953, 1954: Penfield and Roberts, 1959). William Mackey (1965: 121), in turn, advances a number of reasons related to the early learning of a Second Language that reflect a more general attitude: I. Greater facility in imitation, II. Flexibility of speech centers, III. Minor interference from previous experience, IV. Lack of self – knowledge.
IV.D.2. CONCEPTUAL BASES ON ACQUISITION – LEARNING
The concept of learning is currently strongly influenced by studies that have been carried out in the last decades in the field of educational, cognitive and evolutionary psychology. Such studies have resulted in a broader interpretation of the concept of learning, which involves not only learning skills or acquiring knowledge, but that also include learning to think, and involves the modification of attitudes, the acquisition of interests, social and other values and norms and others. The contributions of educational psychology to educational theory and practice are numerous and affect multiple factors that influence the processes of change that occur in students as a consequence of their participation in educational activities. So that, all these contributions have recently been collected in a frame known as the constructivist conception of school learning and teaching.
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This also implies that studies on the acquisition process, both of L1 and L2 / LE, have always been related in some way, although the type of influence that the mother tongue exerts on the language or languages added has differed according to the model study. This, at least, can be corroborated by the theory of transference ("Contrastive Analysis"), linked to behaviorism, which supported the belief that the mistakes made by apprentices were the result of the interference of their own language. In the results of studies carried out from these postulates, the existence of a series of universal processing strategies that are used both for the acquisition of the L1 and the learning acquisition of an L2 / LE, is detected. Other factors that may influence the acquisition of an L2 / LE, as R. Ellis (1985) points out, may be, on the one hand, linguistic (when inherent in the formal and pragmatic features of the first and Second Language). And on the other, psycho - social - linguistic (when they are developed with the learner's developmental stage, and the type of language use). If the premise that the acquisition - learning of an L2 / LE - is an evolutionary process is accepted, we can consider the L1 as a contributing factor to this development, but as the learner's knowledge increases, its influence will decrease. If this is true, it is appropriate to take into consideration the fact that, precisely at the ages when the first steps in the learning of a foreign language are taken, the process of acquiring the mother tongue and the strategies developed in that language process, will have a great weight in learning the new language. As the author indicates, the age in the acquisition of the Second Language is very important, since as the development of the first language advances, the learning of the Second Language has a bit of complications. This is why age has a great influence on the learning of the Second Language as such. Both the interlingua theory strongly influenced by the principles of mentalistic theories about the acquisition of L1, and the theorizing about the analysis of errors, which gave a complete turn to the attitude towards the error and its treatment, provoked a radical change in the conception of the relationship between L1 and L2 is established in the type of evidence to be studied from the investigation into the appropriation of new languages. That is to say; the attention paid to the product is transferred to the development process. And it is no longer just the form, but also the function, so the form-function relationship is investigated. Both, the Creative Construction Hypothesis and the Krashen models, M. Long's
36 interactionist theory, or M. Swain's output hypothesis, share the assumption that language is acquired in a different way than other types of knowledge. That is, it is considered that the linguistic processes are independent of other cognitive processes. This means that all the theories we have described so far share the assumption that language is acquired in a different way from that acquired by another type of knowledge.
IV.D.3. ACQUISITION PROCESS – LEARNING
The need for a foreign language teacher to have a good knowledge of the acquisition and learning processes of languages has already been discussed in a general way. The research carried out in the last twenty-five or thirty years by various psycholinguistic hypotheses has revealed the importance of learning as an individual, of his interaction with the teacher, of his personal characteristics, etc., as aspects that directly influence the process of acquiring a new language.
IV.D.4. PROFESSIONAL CONCERNS
Language teachers have faced the same dilemma that always preoccupied the theoretical linguist: excessive attention to pure linguistic forms, regardless of the fact that those who use these forms in situations of ordinary communication, distort the reality of linguistic uses. An excessive concentration on the users of these forms and their cultural and social contexts tends to make the teaching of them become superficial and not very useful. The different social influences are undoubtedly responsible in the process and result of a good learning of the additional languages. The groups of people with whom we habitually use a language directly or indirectly influence the degree and form of our linguistic ability. Taken together, these contacts determine the potential context of success or failure. In general terms (which, in our opinion, should be applied in this type of analysis), the main visual contacts come from: . Those with whom we live, the family group (learning a language added at home is a practice as old as or more than regulated learning). . Those with whom we surround ourselves, the community group. . Those with whom we work; the occupational group.
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. Those with whom we study; the educational group. . Those with whom we play; the play group. . Those of the same national scope; the ethnic group. . Those contacts with the global mass media (radio, TV, Internet, cinema, email, and others). . Those contacts with print (press, books and others).
Each of these types of contact is affected by one or more of the following factors:
. The time given to learning the added language. . The number of people with whom the contact is established. . The intended use of the goal language. . The skills involved in that use. . The socio-cultural level in which the use of the language is developed. . Individual and social attitudes toward contact types. . Social pressures (administrative, political-economic, social, etc.) that influence the individual use of the added language.
IV.D.5. AREAS OF PSYCHOLOGICAL INFLUENCE
The diversity, differences and varied styles and ways of learning that, from a psychological perspective, justify the fact that the skill and abilities that develop during the process of learning an added language are not equal in some individuals and others, could be summarized around the following issues. - Age of learning. - Motives, purposes and interest of the learning of this or that foreign language. - The attitude or disposition favorable to the linguistic learning. - The own level of competence in the own language. - The intelligence and personality in general of the individual. - The linguistic and cognitive skills that are possessed. - Emotional associations with the learning of languages. - The cognitive style of each individual.
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Within the framework of these components, there have been many hypotheses about the interrelationship between the language or languages of the student and the new or new foreign languages that are added to the first one (s). What is generally referred to as the L1-L2 relationship. All those hypotheses insist, to a greater or lesser extent, on some of the following issues:
- Who learns the language. - When learning occurs. - How this learning develops. - Why you learn or you do not learn. - Where you learn. - What is the linguistic nature of the foreign language in question.
Even taking into account the varied nuances of the hypotheses around L1 - L2 (Vez, 1984: p. 77-83), it is interesting to bear in mind that this relation should not be considered as the coexistence of two rival codes in the same mind, nor as two juxtaposed cognitive structures, but rather as two symbolic systems which are available to an individual for different ends and which obey to continuous changes in time and space. All of the above information has been compiled from the results of studies conducted in order to know left-handed people and their way of acquiring a Second L2 Language. At the same time, the concept of left-handedness in its etymology, biology, psychology with neuroscience studies that tell us more about their development have all been linked in this study. It is important to stress, that the contribution of neuroscience is fundamental to education so that teachers and professors are engaged in associating the information published in that field of study with the information provided by both researchers in education and information derived from the educational practice itself. The term Neuroscience is a combination of two lexemes: neuro and science. The first, according to the dictionary of the Real Academia Española de la Lengua, comes from the Greek veupo, which means "nerve" or "nervous system". The second comes from the Latin scientia and, according to the same dictionary, presents four definitions: the first option is to consider the term science as a “set of knowledge obtained through observation and reasoning, systematically
39 structured and from which general principles and laws can be deduced". The combination of both morphemes gives the following definition; "Science that deals with the nervous system or each of its various aspects and specialized functions." Manrique (2012: 84) points out that "cognitive neuroscience has the potential to provide relevant information for the design of the educational curriculum, as well as for the quality of the teaching itself. It can provide methods for early identification of special needs and provide assessment for the education of these needs" In general, it can be affirmed that the object of the neuropsychology of language is the study and comprehension of the neurological substrates underlying language, both in its normality and in their pathology. In this sense, neuro - psycholinguistics is understood as the science that studies, on the one hand, the relations between brain, behavior and the environment, in situations of normality or abnormality, and, on the other hand, the functioning of verbal and nonverbal language and their different manifestations in correlation with the brain.
THEORETICAL FOUNDATION STUDIES THEORY
The age of acquisition is one of the most powerful predictors of the speed of denomination. There are Fernando Cuetos Vega (2011) also variables, such as the environment in which the individual develops to achieve a good result in the learning process of the Second Language. If we accept that the acquisition - learning of an L2 / LE is an evolutionary process, we can consider the R. Ellis (1985) L1 as a factor that contributes to this development but that as the knowledge of the learner increases, its influence will decrease. Neuropsychology of language is the study and understanding of the neurological substrates Manrique (2012) underlying language, both in its normality and in its pathology.
The Neuropsiclinguistica is the science that studies on the one hand, the relationships between brain, Manrique (2012) behavior and environment, in situations of normality or abnormality, and on the other, the functioning of verbal and nonverbal language and its different manifestations in correlation with the brain .
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Thus, in the acquisition of the Second Language, the following areas are taken into account in order to carry out an appropriate process, since lefties learn better certain areas of the acquisition of the Second Language L2, such as: - Speaking - Listening - Writing - Reading This involves the learning of specific sub-areas in the acquisition of Speaking in a Second Language. The areas that play an important role in the process of learning and in a good acquisition of the Second Language orally are described below. PHONOLOGY INTRODUCTION Those of us who speak, when we issue a message, do not combine phonemes to form larger units, words. We produce sounds in more or less long sequences, with more or less frequent pauses and distributed in the sequence according to the volume of air that we have at that moment, according to the intensity of our voice (influence of emotional - affective factors), with changes in these sounds, depending on whether or not there are numbness and other incidents in the vocal tract (thickening of the rhino-pharyngeal wall due to catarrh, food that is being chewed, dryness or excessive salivation, smile, etc.), in environments with different levels of noise, simultaneous conversations, and a number of other factors. Phonemes are a mere construction, not realizable, from some characteristics of sounds (phonological features), which try to represent sounds in the form of sets, of which the phoneme is the prototype.
MORPHOLOGY INTRODUCTION
The morpheme is the minimum unit of language with its own meaning. And Morphology is the part of Linguistics that studies the internal structure of words and the way in which morphemes combine to form words.
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Morphological Processes
The morphological structure is very valuable, because starting from the word level it provides key information to know the meaning of complex lexical elements, and also to build higher levels of syntax processing. A question that immediately arises is whether this information is obtained before having recognized the word, identifying its component morphemes (root, suffixes and prefixes) or if, on the contrary, that information is obtained after having recognized it. The essential question is whether morphological analysis is a condition for lexical access or subsequent to it. Thus, the learning of the Second Language also implies the creation of words, which we can better explain in the area of Writing. At the same time, for a better understanding of the area, there are intrinsic studies that provide us with a very important help in the development of sentences, paragraphs, ideas of expression and others. This is why the role of Writing in the process of Acquiring a Second Language is also developed further below.
WRITING INTRODUCTION
Writing is an undoubtedly important, if somewhat misunderstood, component of Second Language acquisition. The purpose of any writing task must be clearly considered and defined in order for it to be effective. It is important to note that writing can be both a support skill and a cognitive activity. Short tasks designed to develop spelling, grammar, and cohesion skills are vital elements to classroom activity.
Neurological writing bases The previous knowledge about the areas of the brain involved in writing comes from postmortem and surgery studies in patients with dysgraphia. Neuroimaging technologies, which began to be used at the end of the last century, have expanded our knowledge about the brain that writes.
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Taking into account the complex nature of the competence in language acquisition, this work includes tests that include the linguistic and communicative competence and deepen into the oral and written comprehension of L2.
SYNTAX
INTRODUCTION
For the correct and complete linguistic understanding of a sentence, it is not enough to know the meaning of each of the words that compose it. It is equally crucial for the listener or reader to discover what is known as the syntactic structure of the sentence, that is, how the various elements that make up a sentence relate to one another, for from this structure the thematic roles are finally derived, or who does what to whom. Syntax would be that part of the grammar that teaches how to coordinate and unite words to form sentences and express concepts. It is therefore important to note the important role that Syntax has in coordinating elements, although it must be said, in order to complete the definition of the RAE, that it is not always words that are coordinated, but an important part of the syntax work also applies to smaller units or emissions, morphological units. In the latter case we speak of morpho- syntax, although it is a matter of discussion for some authors if the syntax and morpho-syntax are one and the same thing, or if they are not two relatively independent processes. It is also convenient to mention that while in linguistics syntax is only a part of grammar, in Psycholinguistics syntax and grammar are usually treated as equivalent terms. In any case, a more practical definition of syntax would speak of rules that allow and determine how to combine symbols, whether these words or smaller units (morphological units), in predominantly sequential strings (consequence of the restrictions imposed by our speech apparatus). That is, in phrases and sentences, the result of which that is the description of a particular situation, (whether real or fictional), is another matter.
Other areas of the brain related to syntax
But as we said at the beginning of this section, nothing in the brain works in isolation, and therefore the syntax in the brain does not seem to be limited to Broca's area. The Broca area, far from being isolated in its operation, is especially connected with other areas of the brain, not only
43 for comprehension and integral linguistic production (that is to say, adding other extra syntactic factors), but also for the own ones Structural or syntactic functions. However, the specific function (s) of each of the other parts of the brain involved in the syntax is not yet completely clear, and it seems in any case that, although they may in some cases duplicate or replace the work in Broca's area, In others they will be complementary functions, necessary for the correct and complete interpretation of the structure of the linguistic message.
SEMANTICS
INTRODUCTION
Semantic processing, or access to the meaning of words, is one of the most interesting components of the whole linguistic process. After all, understanding and communicating meanings is the central part of language. To reach this point, our brain has been adapting throughout the period of development and acquisition of language. This chapter explains what happens in our brain when we understand words, and how they are stored or represent their meanings. To do this, semantic memory and its relation to different brain structures is discussed. Undoubtedly another important skill in the acquisition of a Second Language is reading. "Reading is the highest achievement of man; it is perhaps the most wonderful invention of the human mind and a complex process the understanding of which could be measured by the amount of understanding of the words" (1974: 390). It is in this sense that reading plays a fundamental role, not only in the acquisition of a language, but in any language.
READING
INTRODUCTION
Reading is a recent acquisition in time, if we place it in the context of the development of humanity. It is an invention that the human species has achieved less than five thousand years ago, 3500 if we refer to the first phonetic alphabets, and that has only been generalized to the universal population in the last decades.
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This section describes the neurological bases of these processes, discovered fundamentally through modern neuroimaging techniques (functional magnetic resonance imaging, positron emission tomography, etc.). Finally, the main types of dyslexic disorders that may occur as a consequence of a brain injury are examined.
Neurological bases of reading
As mentioned before, reading is a recent acquisition and, therefore, not yet programmed in the brain. There is no brain area responsible for reading. Consequently, learning to read involves developing circuits that establish connections between areas for other functions (between visual and phonological for reading aloud, between visual and semantics for comprehensive reading, etc.). A readers' brain has some neural circuits that are not developed in the brains of the illiterate. When children learn to read, they are actually making connections between areas of the brain destined for other functions and with it developing new neural circuits that make reading possible. Current studies with neuroimaging techniques are making it possible to know which circuits are present, comparing the brains of children who are learning to read with older children who are already good readers, or comparing adult readers with illiterate adults.
Brain areas involved in reading
In short, learning to read implies the development of a highly organized cortical system that integrates the orthographic, phonological and lexical - semantic components. According to current studies, this system includes three brain areas of the left hemisphere, one dorsal (temporoparietal), one ventral (occipitotemporal), two posterior and one anterior, in the lower frontal. In light of this, this work takes into account that "communicative competence is the ability of the speaker to produce and understand coherent texts in certain contexts" (Van Dijk, 1984: 276); This leads to the understanding that this communicative competence is the number one objective in teaching English in the university’s academic context, so that the understanding and production of specific texts becomes the central axis of the process of acquisition of the second language. All these areas of the language must be measured and evaluated for the purpose of the Thesis, as indicated by the Common European Framework of reference for languages: Learning, teaching and evaluation, in the Levels of language proficiency and qualifications. This Framework indicates
45 that an important distinction must be made between the definition of proficiency levels of the language - such as a scale of common reference levels- and the evaluation of degrees of achievement in relation to a specific level objective. This Framework also states: "A language proficiency scale, like common reference levels, defines a series of ascending domain bands. It may cover the entire conceptual range of the student's domain, or it may cover only the domain strip in which the sector or institution involved is interested" (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
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CHAPTER V
V. METHODOLOGY
This chapter dealts with aspects and techniques needed to carry out the proposed research whereby the study the abilities in the acquisition of a Second Language in left-handed and right- handed students of the Linguistics and Languages Department and the Centro Boliviano Americano of the city of La Paz are explored, using the qualitative and quantitative descriptive and comparative method, which will allow us to reach the general and specific objectives proposed. This study has used a descriptive method because "descriptive investigations are those whose main objective is to gather all the existing material about the problem under study. Primarily focusing on the collection of statistical data with or without specific hypotheses about their characteristics" (F. Rodríguez, I. Barrios, M. Fuentes: 1994).
THEORY OF METHODOLOGY STUDIES
RESEARCH METHOD JUSTIFICATION *Qualitative: Measures the learning attribute of the skill of the Second Language (L2), such as: Listening, Reading, Writing and Speaking.
* Quantitative: It measures approximately 60 students between left and right handed of the Initial Level, 60 students between left and right handed of the Intermediate Level and 60 students between left-handed and right-handed of the Advanced Level, in both Educational Centers. . Qualitative * Descriptive: It shows the results obtained from the tests carried out Comparative Study of the . Quantitative on both left-handed and right-handed students of the two Educational Learning of Second . Descriptive Centers. Language L2 (English) in . Comparative left-handed people . Exploratory * Comparative: It compares the learning of the Second Language in compared to right-handed . Not experimental left-handed and right-handed people and in the two Educational people. . Transversal or Centers U.M.S.A. and C.B.A. Transactional * Exploratory: Because it is a study that focuses less areas of the Second Language (L2)
* Non-experimental: Do not deliberately manipulate the variables. It only compiles data through the Tests performed.
* Transversal: Because the research problem is new or little known.
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Thus, the differences that exist between left-handed and right-handed people, have been examined above, as well as the learning process in the acquisition of English as a Second Language, as was the existing differences or the comparison with the learning process of right-handed people. It is also important to emphasize that this difference has been examined and analyzed through the different biology identified between right-handed and left-handed individuals, and as more specifically referred to the management of their cerebral hemispheres. In this regard, R. Tafur points out that "a case of descriptive research is the exploratory study, whose main objective is to reach a first type of knowledge, in order to do further research. This is a preliminary investigation." It is preliminary in this study because we can begin by studying the biological differences that exist between left handed and right-handed individuals, and at the same time, how this influences the learning process between them. This study uses also the qualitative - quantitative method, because it is "the method of measurement in social investigations. By means of this method certain properties of social phenomena can be measured and be presented in the form of a scale, that is to say, these are the methods of converting a series of qualitative facts ", (which we call attributes). Rodríguez, I. Barrios, M. Fuentes: 1994). In past ages being left-handed meant that such individuals were called phenomena, today we can only cite it as a physical attribute. They are part of society (like right- handed individuals) and have the same interests in education and other social areas. This is why this research covers the process of learning a Second Language by left-handed individuals, as compared to the right-handed ones. Likewise, J.L. Alvarez and G. Jurgenson (2009) point out that "For the qualitative researcher, all scenarios and people are worthy of study. No aspect of social life is too frivolous or trivial to be studied. All scenarios and people are both similar and unique.” They can be unique in the sense that there can be physical and mental differences, as in our case, between right-handed and left-handed individuals. As Severin T. Bruyn (1966) say, "Qualitative methods are humanistic. The methods whereby we study people necessarily influence the way we see them." Usually, they are perceived by right- handed and left-handed men in the same way, with the only difference that one writes with the right hand and another with the left hand, but there is more to it than that, there are different parts of the
48 body, such as the hemispheres of the brain that also differ and predominate and those are the differences that will be developed in this thesis. Finally, this study employs a Comparative Method, because according to Arturo Pérez Liñan, "the comparison is presented as an analytical strategy for purposes not only descriptive but also explanatory, a procedure oriented above all to put hypotheses to proof". Likewise, the use of the comparative method requires, like any other method of empirical analysis, a series of previous decisions regarding the research design. In turn, V. Figueroa, S. Angulo, and J. Fernandez, consider that “the Comparative Method is an application of the general rule of inductive logic. It consists of varying the circumstances of a phenomenon with the intention of eliminating variables and accessory factors to arrive at what is constant and fundamental”. Thus, in the development of this work deep questionnaires and practices are used which show a very significant difference in the ability to learn a Second Language on the part of left and right handed individuals. That is the reason why this thesis employs the conscious and systematic use of the logical principles of comparison that can guarantee a greater credibility of the causal inference based on the comparative method.
V.A. RESEARCH DESIGN
According to R. Tafur (1995), the design of the thesis method is understood as the program that requires the process and control of research, indicating the procedures and the conditions to obtain the necessary information that will allow to test the hypotheses that the author of a thesis formulated responding to the problems of investigation. In addition, the design of the method adopts the name of a specific design as it is often distinguished from the general design of the profile that is followed by the research as a whole. In this case, the type of design that is used in the research is descriptive, comparative and analytical. Similarly, the design used may be experimental or non-experimental, where one of the variables is deliberately manipulated. In this case, it is not experimental, where only one wants to measure, observe or correlate, it is necessary to indicate that it is transversal. Likewise, designing the Thesis Method is important because it allows for the development of the Thesis, creating the
49 best conditions to more strictly fulfill the objectives of the research and controlling them according to available resources and proposals formulated. With the design, the author of the thesis presents the proposed strategy to verify the hypotheses raised and to be able to give an effective answer to the problems that gave origin to the investigation. Related to the study object, which is not experimental, were tested the differences of skills in the learning of the Second L2 English language, in students of both Study Centers, Universidad Mayor de San Andrés (UMSA) and Centro Boliviano Americano (CBA) according to the Linguistic Domain of the Common European Framework (2002). In this way, the development of the research work was carried out on the type of tests, in which the existence of a very significant difference in the ability to learn the Second Language was observed. In this specific sense of assessment of the degree of linguistic domain that the user had, all tests were a form of evaluation, although there were many other ways to evaluate, it can be clearly indicated that evaluation is a broader concept than measuring or assessing competence or language proficiency. This is how the Common European Framework (2002) indicates that any measurement or assessment is a form of evaluation. In this specific work it was based on learning domain assessment, which helps everyone to see where they are and to get transparent results. It is thus that the most important aspects of the Thesis Method Design that every researcher must formulate are the following: Type of study, Universe, Sample, Data collection instruments, procedures to follow and tabulation plan and data analysis. RESEARCH DESIGN
AUTHOR TYPE OF DESIGN DEFINITION APPLICATION TO THE STUDY The tests mentioned in the study "It could be defined as the research center, in the classrooms of the that is carried out without deliberately Universidad Mayor de San Andres, manipulating variables, that is, studies were applied to students of the that do not intentionally vary the Linguistics and Language Department, The SAGE Glossary of the Social and Behavioral Sciences, 2009b) NOT EXPERIMENTAL independent variables to see their in their different levels. Likewise, the effect on other variables." What we do tests were applied in the classrooms of in non-experimental research is the Centro Boliviano Americano, to observe phenomena as they occur in students of the different levels of their natural context, to analyze them ". English. The test were taken in the Linguistics and Languages Department of the Mayor de San "Transseccional or transversal Andres University and Centro Boliviano research designs collect data in a Americano, in their three level (Basic, single moment, in a single time, its Liu, 2008 y Tucker, 2004 TRANSVERSAL Intermediate and Advancers). Besides purpose is to describe variables and in the Centro de Enseñanza y analyze their incidence and Traducciòn de Idiomas (CETI) interrelation at a given moment". dependent of the Linguistics and Languages Department, during the period of March to May of 2016.
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V.A.1. UNIVERSE
Universe and Sample
According to E. Hernández (2006), this section is important because "the subjects of the study must be defined; in other words, the universe of study, the sample and the selection schemes of said sample, with their inclusion and exclusion criteria. To this effect it is important that the researcher refers to sampling texts and in many cases consult specialists in the field”. Similarly, R. Tafur (1995) points out that "the items" universe "and" “sample" occupy an important place in the preparation of the preliminary project of the Thesis. Applicants to undertake a university research should be careful in specifying what kind of phenomena is being studied and addressed. So that, “Universe (U) refers to the set of elements that have common characteristics. When a Universe is very large the researchers have difficulty studying it. A serious problem in scientific research is the precision of the Universe, especially the precision of its magnitude". It is also important that the person who makes a Thesis indicates, in the preliminary project, what phenomena are going to be studied, indicating the geographical location, location in time and other precisions. For example, if the elements of your universe are people they need to be specified as to who they are. Regarding to the delimitation of the universe in this study one of the problems of identification is the learning ability on the part of left- handed students of the city of La Paz. In this sense, the criterion of profession or occupation as a basic sociolinguistic basis is taken into account. Around this criterion the universe is divided in two groups of students in the stage of acquisition of the Second Language: left-handed and right-handed students. These are in turn sub -divided into two groups of three levels. The first group belongs to the Universidad Mayor de San Andrés (UMSA) and the second group to the Centro Boliviano Americano (CBA), which are, in turn, be sub-classified into three levels: Beginners, Intermediates, and Advancers (Advanced Level), corresponding to each Study Center, thus leaving two groups in three levels classified as follows:
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Students of Linguistics and Languages Department of the Universidad Mayor de San Andrés (Left-handed and Right-handed).
1. Students of Linguistics and Languages Department of the Universidad Mayor de San Andrés: English area in the first semesters (1st to 4th): Beginners (Basic or Beginner Level).
2. Students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés: English area in the intermediate semesters (5th, 6th, 7th): Intermediates (Intermediate Level). Also students of the intermediate level of Centro de Enseñanza y Traducción de Idiomas (CETI).
3. Students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés: English area in the final semesters (8th, 9th, 10th) of the English area: Advancers. Also students of the Advanced level of Centro de Enseñanza y Traducción de Idiomas (CETI).
Students of the Centro Boliviano Americano (Left-handed and Right-handed)
1. Students of the Centro Boliviano Americano, Area of English at the Basic Level: Begginers (Beginner Level), Levels 1st to 6th.
2. Students of the Centro Boliviano Americano: English in the Intermediate Level: Intermediates (Intermediate Level) Levels 7th to 12th.
3. Students of the Centro Boliviano Americano: Advanced English Area: Advancers (Level Advanced) Levels 13th to 18th.
In the two groups, left and right-handed people are taken into account for this study. Likewise, it must be highlighted that the Linguistics and Language Department is divided into areas of language specialization (English and French). This study includes only students of the English language, bot left as well as right-handed corresponding to the intermediate (sixth semester) and advanced (tenth semester) levels, emphasizing that the students of the indicated area have taken the language in the 4 levels of language and in the English language, as such, in the different subjects of the area of specialization.
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STUDENTS OF THE LINGUISTICS AND LANGUAGE DEPARTMENT OF THE UNIVERSIDAD MAYOR DE SAN ANDRES (LEFT HANDED AND RIGHT HANDED)
BASIC LEVEL INTERMEDIATE LEVEL ADVANCERS LEVELS Students of English Area in the intermediate semesters ( 5th, 6th and 7th) Studenst of the English Area in the final Also students of the intermediate level of semesters (8th, 9th and 10th) Students of English Area in the first semesters. Centro de Enseñanza y Traducción de Also students of the Advanced level of Centro ( 1st to 4th) Idiomas (CETI). de Enseñanza y Traducción de Idiomas (CETI).
STUDENTS OF THE CENTRO BOLIVIANO AMERICANO (LEFT HANDED AND RIGHT HANDED)
BASIC LEVEL INTERMEDIATE LEVEL ADVANCERS LEVEL Students of the English area of the Students of the English area of the advancers Students of the English area of the basic level. intermediate level. level. (Levels 1st to 6th) (Levels 7th to 12th) (Levels 13th to 18th)
It should be noted that for the division by levels it was taken into account an assessment by scale. It is about placing the person classified according to a series of bands, placed at different levels of the scale in which it is located, as this is indicated by the Common European Framework (2002), on the assessment scale "A descriptor is selected or defined for each of the categories that describes the level of requirement required to pass a module or a specific examination of that category". For a more precise division on the division of levels, the Common Reference Levels were taken into account: global scale, suggested by the Common European Framework, according to the following detail: Common reference levels: global scale, according to the following detail:
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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES COMPETENT USER OR ADVANCED LEVEL
This is what Common European Framework Reference explains about the competence of an advanced user: “He or she is able to easily understand practically everything he hears or reads. Knows how to reconstruct information and arguments from different sources, either in spoken or written language, and present them in a coherent and summarized manner. He can express himself spontaneously, with great fluency and with a degree of precision that allows him to differentiate small nuances of meaning even in situations of greater complexity. (…) He or she is able to understand a wide variety of extensive texts and with a certain level of demand, as well as to recognize in them implicit meanings. He knows how to express himself in a fluid and spontaneous way without obvious signs of effort to find the right expression. You can make flexible and effective use of the language for social, academic and professional purposes. It can produce clear, well structured and detailed texts on subjects of a certain complexity, showing a correct use of the mechanisms of organization, articulation and cohesion of the text”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
INDEPENDENT USER OR INTERMEDIATE LEVEL
This is what Common European Framework Reference explains about the competence of an intermediate user: “He or she is able to understand the main ideas of complex texts that deal with both concrete and abstract topics, even if they are of a technical nature, as long as they are within their field of specialization. Can relate to native speakers with a sufficient degree of fluency and naturalness, so that the communication is carried out without effort on the part of the interlocutors. It can produce clear and detailed texts on different topics, as well as defend a point of view on general topics, indicating the pros and cons of the different options. (…) He or she is able to understand the main points of clear texts and in standard language if they deal with issues that are known to him, whether in work, study or leisure situations. Knows how to handle most of the situations that may arise during a trip through areas where the language is used. He is able to produce simple and coherent
54 texts on topics that are familiar to him or in which he has a personal interest. You can describe experiences, events, wishes and aspirations, as well as briefly justify your opinions or explain your plans”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
BASIC USER OR BEGINNER LEVEL
This is what Common European Framework Reference explains about the competence of a basic user: “He or she is able to understand phrases and expressions of frequent use related to areas of experience that are especially relevant to him (basic information about himself and his family, purchases, places of interest, occupations, etc.). Knows how to communicate when carrying out simple and daily tasks that do not require more than simple and direct exchanges of information on issues that are known or usual. Can describe in simple terms aspects of their past and their environment, as well as issues related to their immediate needs. (…) He or she is able to understand and use everyday expressions of very frequent use, as well as simple phrases designed to satisfy immediate needs. You can present yourself and others, ask for and give basic personal information about your home, your belongings and the people you know. It can be related in an elementary way as long as the speaker speaks slowly and clearly and is willing to cooperate”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
V.A.2. SAMPLE
According to Raúl Tafur P. (1995) "a sample or sample population is called the part or subset of a population. The sample is representative in an investigation when the characteristics of the constituent elements of the sample have exactly the same character as the universe, that is, that the characteristic aspects of the samples are common to the universe. The results obtained about a population can be generalized”. For other authors, a sample is a part or a fraction of the elements of a population, given that the researcher does not work with all the elements of the population under study, but only with a part or sample thereof. Sometimes, the Universe is too large and therefore it is not easy to grasp totally.
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That is why a representative simple is used and the data obtained therefrom are used to make forecasts of future populations with the same characteristics.
In this sense, a Qualitative Sample is "the method of measurement in social investigations. By these means we can measure certain properties of social phenomena and present them in the form of a scale, that is, these are the methods of converting a series of qualitative facts , (which we call attributes).” , according to F. Rodríguez, I. Barrios y M. Fuentes (1994). The design of the qualitative research characteristics is a complex process. It is basically identical to any other research of a quantitative nature. A process that is developed in five phases of work: Definition of the problem, Work Design, Data Collection, Data Analysis, Validation and Reporting of each of the main Qualitative Techniques (observation, participation, personal interview, life history, case study). To this effect, as sample or sample population, the people who are the representatives of the academic variety and who have as a mandatory requirement were born in the city of La Paz or El Alto, under the following parameters. 1. - First Semester students (Basic or beginner level) of the Linguistics and Languages Department (English Area) of the Universidad Mayor de San Andrés:
- According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
2. - Students of the 6th semester (Intermediate level) of the Linguistics and Language Department (English Area) of the Universidad Mayor de San Andrés, and also students of the intermediate level of CETI: - According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
3. - Students of the 10th semester (Advanced level) of the Linguistics and Language Department (English Area) of the Universidad Mayor de San Andrés, and also students of the advanced level of CETI: - According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
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4. - Basic Level Students of the Centro Boliviano Americano (CBA):
- According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
5. - Students of the Intermediate Level of the Centro Boliviano Americano (CBA):
- According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
6. - Students of the Advanced Level of the Centro Boliviano Americano (CBA):
- According to the number of members of each course
- Approximate number, 5 to 30, including left-handed and right-handed students.
This criterion is reinforced in the left handed and right-handed students with the highest level of instruction in the fifth year of the Linguistics and Languages Department. That is to say, five years of education at the Bachelor´s degree level as a limit. Likewise, students of the Centro Boliviano Americano, left-handed and right-handed, were taken into account for comparison in their different levels of instruction. On the other hand, as a mandatory requirement, informants were born in the city of La Paz or El Alto and have resided in this city for at least 75% of their life. This is in order to guarantee diatopic representativity.
V.A.3. INSTRUMENTS
According to O. Horacio (2000) the instruments "are the tools that allow an adequate exploitation of the source of information. When we speak of data collection we are referring to empirical information abstracted from concepts". At the same time, measurement "etymologically comes from the verb to measure and means to compare a quantity with its respective unit in order to find out how many times the second is contained in the first" according to (Dictionary of the Spanish Royal Academy: 2007). The instruments are those that allow the obtaining and elaboration of the empirical data and the knowledge of the fundamental facts that characterize the phenomena. Thus, the main empirical
57 methods are: observation, experiment, and measurement, although there are authors who include under this term, methods, procedures and techniques of data collection such as: observation, measurement, experimentation, interview, survey, sociometric techniques, tests, discussion groups such as focus groups, group interview, committee of experts, and others, according to R. Yugar Flores (1996). All this leads to an assessment of the development of the acquisition of the Second Language, both by left-handed people as well as by right-handed people. Evaluations performed now and a s a result of cognitive psychology, try to explain that, in addition to the traditional ways of evaluating in writing and in practice, there is a need to evaluate in a different way students’ achievements in learning and therefore in the process of acquiring a Second Language. According to this we can mention that the Ministry of Education and Culture of Bolivia mentions the Evaluation of Learning, in the following Article: Article3. (Evaluation of teaching and learning of curriculum development).It is the process of analysis and evaluation of the holistic and integral formation of the students and the application of methodologies of teachers and teachers within the framework of the productive socio-communitarian educational model, which allows the educational community to identify achievements, limitations and difficulties in the educational processes based on understanding, reflection and dialogue for decision making through dynamic, permanent and systematic actions, guiding and reorienting the pedagogical practice in a timely manner. Use of Instruments in the present work
In the present work the following instruments are used: six tests of which, two are cognitive tests, and four instruments of skills in the acquisition of a Second Language (English). These are not phonetic and phonological transcriptions. Since the study points to the phenomenon of being left-handed as a variable in the process of acquiring the second language on the basis of tests at different levels, tests in the four skills are also taken: Speaking, Reading, Listening (Listening) and Writing for the three levels. There are two cognitive tests, one of image recognition and the other related to tests of knowledge of the language and logic (think in English). While the tests, cognitive tests and recorded conversations form the basis of the corpus, complementary data obtained as instruments of direct observation of space utilization by left-handed people (the internet) are likewise used.
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The corpus considers six types of tests of which: 4 tests are of skills in the acquisition of a Second Language L2 (English) and 2 tests are of cognitive abilities. The same ones that were based on the Common Reference Levels in the evaluation module on language learning, proposed by the Common European Framework:
COMPREHENSION Auditive comprehension
The Common European Framework Reference explains the Auditive comprehension in this way: “Recognize very basic words and expressions that are commonly used, relating to myself, my family and my immediate environment when speaking slowly and clearly.(…) Understand phrases and the most common vocabulary on topics of personal interest (very basic personal and family information, purchases, place of residence, employment). I am able to capture the main idea of short, clear and simple notices and messages. (…) Understand the main ideas when the speech is clear and normal and everyday issues that take place at work, at school, during leisure time, and so on are dealt with. I understand the main idea of many radio or television programs that deal with current issues or matters of personal or professional interest, when the articulation is relatively slow and clear”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
Reading comprehension
The Common European Framework Reference explains the Reading comprehension in this way: “Understand familiar words and names and very simple sentences; for example, those on signs, posters and catalogs. (…) Be able to read very short and simple texts. I can find specific and predictable information in simple and everyday writings, such as advertisements, leaflets, menus and schedules, and I can understand short and simple personal letters. (…) Understand texts written in a language of habitual and daily use or related to work. I understand the description of events, feelings and wishes in personal letters. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
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SPEAKING
Oral Interaction
The Common European Framework Reference explains the Oral Interaction in this way:
“To be able to participate in a conversation in a simple way as long as the other person is willing to repeat what he has said or to say it in other words and at a slower speed, and help me formulate what I am trying to say. I pose and answer simple questions on topics of immediate need or very common issues. (…) To be able to communicate in simple and habitual tasks that require a simple and direct exchange of information about daily activities and issues. I am able to make very brief social exchanges, although, usually, I can not understand enough to keep the conversation going for myself. (…) Develop in almost all situations that arise when I travel where that language is spoken. I can participate spontaneously in a conversation that deals with daily topics of personal interest or that are relevant to daily life (for example, family, hobbies, work, travel and current events). (…) Oral expression. Use simple expressions and phrases to describe the place where you live and the people you know. (…) Use a series of expressions and phrases to describe with simple terms the family and other people, the living conditions, the educational origin and the current job, or the last one that was had”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
WRITING
Written expression
The Common European Framework Reference explains the Written expression in this way:
“Be able to write short and simple postcards; for example, to send congratulations. Fill out forms with personal data; for example, name, nationality and address in the hotel registration form. (…) Be able to write brief and simple notes and messages related to immediate needs. To be able to write very simple personal letters; for example, thanking someone for something. (…) Be able to write simple and well-linked texts on topics that are known or of personal interest. To be able to write personal letters that describe experiences and impressions. (…)Written expression. Be able to write clear and detailed texts on a wide range of topics related to my interests. To be able to write essays or reports transmitting information or proposing reasons that support or refute a specific point
60 of view. Write letters that highlight the importance given to certain facts and experiences. (…) Be able to express themselves in clear and well-structured texts, exposing points of view with a certain extension. Be able to write about complex issues in letters, essays or reports, highlighting important aspects. Select the appropriate style for the readers to whom the writings are addressed. (…) Be able to write clear and fluent texts in an appropriate style. Be able to write complex letters, reports or articles that present arguments with a logical and effective structure that helps the listener to notice important ideas and remember them. Write summaries and reviews of professional or literary works. (…) Link phrases in a simple way in order to describe experiences and facts, dreams, hopes and ambitions. Be able to briefly explain and justify opinions and projects. Tell a story or story, the plot of a book or movie, and describe my reactions”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). It is thus that in this work a fundamental objective is to demonstrate the difference that exists in the learning of a Second L2 Language (English) by left-handed people as opposed to right-handed people and the development they have in acquiring the Second Language itself, as well as its impact on the development of skills; Listening, Reading, Writing, Speaking. Therefore, there the skills involved in learning a Second Language by both left-handed and right-handed people are further explained. Listening
Listening is one of the four skills examined in the acquisition of English as an L2, and according to authors such as Chérrez Diego Alexander (2013), this skill is defined as "like reading this skill is also receptive because it involves responding to the language rather than producing it. Listening involves ensuring the sounds of language make sense. We do this by using context and our knowledge of language and the world. “It is thus that visual communication and teaching is codified by a message by the person who sends and is coded by the person receiving it, it is for this reason that the quality of the decoded message depends on the ability of the person receiving to understand the message.
Reading
It is a receptive skill which means that it involves responding to a text rather than producing it. You can simply say that reading involves understanding a text. To do this you need to understand
61 the language of the text and the level of formality of the words, the sentences, and the level of the text. It is likewise important to be able to connect the message of the text to our knowledge of the world. Thus there are brain areas involved in reading, as F. Cuetos Vega (2012) explains "reading learning involves the development of a highly organized cortical system that integrates the spelling, phonological and lexico - semantic, according to current studies, this system includes three brain areas of the left hemisphere, one dorsal (temporoparietal), one ventral (occipitotemporal), two posterior and one anterior, in the lower frontal gyrus, And once we understand the cognitive processes that intervene we can understand the reading disorders that can occur when a brain injury damages some circuits responsible for those processes. In which case it is worthwhile analyzing whether the difference in the learning process between left or right-handed individuals is caused by some brain injuries.” Writing
It is one more skill that must be developed in the process of Acquiring a new language, as explained by M. Nunez Luzuriaga (December, 2012) "the productive skill of writing serves to communicate in writing with other people and Is considered the most complex, since the individual must possess the cognitive ability that allows him to express his ideas easily and consistently.” In this way the author also explains that it is necessary to work in the reproduction and production of texts using the vocabulary learned in the formation of sentences, paragraphs, according to their corresponding level, that is to say, by the construction of simple sentences and paragraph samples for the basic and intermediate levels and for the most advanced level the difficulty in the words must be increased, as vocabulary and grammar used in the construction thereof. M. Núñez Luzuriaga (December: 2012) also points out that it is important for students to have the opportunity to express their knowledge and ideas by writing texts of different lengths, such as: stories, letters, brief answers, reports, journals. Thus, it is also possible to differentiate the magnitude of the learning process as well as the difference that exists between one level and another and of course the difference that exists in the acquisition of language between left handed and right-handed students. By these means, it was tested whether, in writing, students use the concepts and the vocabulary proper to the subject that contributes to their assimilation.
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This is evidenced in his analysis of the results of his research by author Chérrez Diego Alexander (2013), who states that "47% of teachers evaluate their students through the production of summaries of readings or short stories. 53% stated that their way of evaluating is through the writing of paragraphs on different topics of interest to the student body.” Again, in this question, both teachers and students agree on the form of writing evaluation, which is through paragraph writing, thus checking the second specific objective that seeks to determine which techniques and evaluation strategies are used in the DEDI (Specialized Languages Department of Ambato, Ecuador). Speaking
As stated by Chérrez Diego Alexander (2013), "oral expression is one of the English
language skills. This is a production skill and it is related to the use of the language to communicate ideas". In light of this, it is also possible to state that it is a communicative process in which there are three elements, in which each of them plays a very important role in the communication process, these basic elements of the communication process are emitter, receiver and message. Although these simultaneously interact with other elements, as we see in the following image:
In another, but also important aspect, F. Cuetos (2013) explains about the neurological bases of oral comprehension, shows that relatively little has been developed of a model that integrated neuropsychological and psycholinguistic data with those from Neuroimaging. 1. TEST A: MEASUREMENT OF AMBIGUITY
This test was taken in the three levels to take into account and verify the cognitive and memory ability of each student and thus check the generative use of the language, the point at which the
63 student can interact in a simple way, according to (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test the students of the three levels, recognize and describe the figures presented to them in table 1 and table 2, indicating with a word what the figures mean to them. All this in order to verify their cognitive ability and memory. The exercise called TEST A, is administered in order to measure the time in which the recognition and description of the figures is performed. Data gathering tool:
TEST A) MEDICION DE AMBIGUEDADES
CUADRO N° 1
Reconocer y describir la siguiente figura en L2 (Inglés
2. TEST B: MEASUREMENT OF INFORMATION PROCESSES IN L2 (ENGLISH)
Data gathering tool:
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This Test was taken to verify the pragmatic and cognitive knowledge in the student, likewise we based on the Common European Framework (2002), which indicates that one of the Communication Competences requires "presenting step descriptors for different aspects of linguistic competence , pragmatic competence and sociolinguistic competence (...) The general competencies suggested by this module (for example, knowledge of the world, cognitive skills) could be developed in lists in a similar way ". (Marco Común Europeo de referencias para las lenguas: Aprendizaje, enseñanza y evaluación, 2002). In this Test the students of the three levels are asked to recognize and describe the figures presented in table 1 and table 2, all this to measure the process of information in L2, indicating in long phrases what the drawing means. The exercise called TEST B, is carried out in order to measure the time required for the process the recognition information and to describe the figures in L2 takes.
3. TEST C: MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH), the Tests are divided into three study groups according to levels:
BASIC LEVEL TEST
For the elaboration of the Basic level test, we base ourselves on the scale of evaluations indicated by the Common European Framework (2002). In that they indicate that in this type of Test, the student must understand phrases and expressions related to areas of immediate priority ( for example, very basic personal and family information, purchases, place of residence, employment) as long as the speech is articulated clearly and slowly. In this Test, the students are given two exercises. In the first instance they are presented with a sequence of sentence patterns either with increasing or descending intonation and should place a mark on column 1 (rising) or column 2 (descending), depending on the way they are heard. The purpose of the exercise is to discern between the intonations outlines in the sentence. In the second instance, they were presented with a series of sentences to distinguish between phonemes, listening to pairs of words, some pairs differed in their final consonant and some pairs were the same, they must circle the word "equal" or "different" , according to what was heard. That is, enclose in a circle "YES" if the verb has ED at the end of the word, and enclose in a circle "NO" if the verb does not end in ED.
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Date gathering tool:
TEST C) MEDICIÓN DE LA HABILIDAD DE AUDICION EN L2
LISTENING – AUDICIÓN Beginners Level Pronunciation Intonation of yes/no and information questions. 1) Listen and check the boxes for rising or falling intonation.
1. What are you doing?
2. Are you buying a computer?
3. What time are you going?
4. Is she looking for a new printer?
Pronunciation. The simple past tense
a. Listen Escuchar una serie de palabras. Encerrar en un círculo “SI” si el verbo tiene ed en el final “YES”, la palabra
y encerrar en un círculo “NO” si no la tiene.
LISTENING COMPREHENSION. Listen to the pronunciation of the simple past ending – ed.
1. Played Play YES NO 2. Rained Rain YES NO 3. Called Call YES NO 4. Watched Watch YES NO 5. Cooked Cook YES NO 6. Stopped Stop YES NO 7. Visited Visit YES NO 8. Needed Need YES NO 9. Waited Wait YES NO
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INTERMEDIATE LEVEL TEST
For the preparation of the Intermediate Level Test, the following parameters were taken into account, based on the Common European Framework, in which the student must "To understand any type of speech, both face-to-face conversations and retransmitted discourses, on topics, habitual or no, of personal, social, academic or professional life. Only the excessive background noise, an inadequate structuring of the discourse or an idiomatic use of the language affect its comprehension capacity”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students are given three, exercises to solve. In the first instance they should recognize phonemes in fast speech, listening to a series of sentences containing unstressed function words. In the second instance, students should recognize words that are linked in the flow of fast speech, listening to a series of short phrases with vowel, consonant, word-bound, and so join the sentences according to the sequence heard and the letter that corresponds to each sentence. Finally, they must recognize the relevant details in the flow of speech, listening to a brief telephone conversation, and students must complete the missing words in the sentence with parts of the car, according to the conversation. Date gathering tool:
TEST C)
MEDICIÓN DE LA HABILIDAD DE AUDICION EN L2 LISTENING – AUDICIÓN Intermediate Level
1. LISTENING COMPREHENSION Listen to the conversations in a salon.
Check what each client asks about. Then listen and recognize series of sentences containing
words unstressed function. Circled the choice between the words.
1. a. getting a massage b. getting a manicure
2. a. waiting for a manicure b. paying for a manicure
3. a. getting a haircut b. charging a haircut to her room
4. a. tipping someone b. getting a shampoo
2. LISTENING COMPREHENSION
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Listen carefully to each conversation. Write the letter to complete each statement.
Then listen again to check your work.
______1. Cindy a. is a vegetarian.
______2. Frankie b. is avoiding salt and oil.
______3. Marie c. is trying to lose weight.
______4. Susan d. is allergic to strawberries.
______5. George e. doesn´t care for fish.
3. Listen and complete missing words in sentences and recognize the car parts in the conversation.
A. I ____ an accident. B. I´m sorry. Are you ok? A. I´m fine. No one ______
B. Thank goodness. How did it happen? A. Well, the other driver was ______And he hit may car. B. ______! Was there much damage? A. No, I will only have to replace a taillight.
ADVANCED LEVEL TEST
For the elaboration of the Advanced level test we rely on the following concept and characteristics that the students of this level must possess to carry out the Test of the appropriate level, according to the Common European Framework "To understand the main ideas of a linguistically complex discourse that deals with both topics concrete as abstract pronounced at a standard language level, including technical discussions within their specialty. It includes extensive discourses and complex lines of argument whenever the subject is reasonably known and the development of the discourse is facilitated with explicit markers”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). To illustrate this point, two completely different definitions are presented below. Twenty years ago, Wipf in the article "Strategies for Teaching Second Language Listening Comprehension" defined listening as: an invisible mental process, which makes it difficult to describe. For example:
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There are many exercises in Listening, where knowledge of grammatical structures is measured. The author Sue Kay and V. Jones (2008) apply this type of evidence under the following guidelines:
Where it is used the present continuous more for arrangements with other people and be + going to + infinitive for intentions. The people who listen must discriminate between the different sounds, understand the vocabulary and grammatical structures, interpret the emphasis and intention, and retain and interpret all this both within the immediate context and from a broader socio-cultural context. (Wipf, 1984, p.355).
Similarly J Saslow and A. Ascher (2006) showed the use of the Comparative Adjectives and Object Pronouns: as direct object and in prepositional phrases. For example:
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That is why in the exercise of the hearing test the exercise was applied using each question to carry out an embedded question, since the students in this level must be able to solve an audition exercise and at the same time understand the grammatical structures. For example:
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Already in this decade, Rost (2002) defines listening as a process of receiving what the sender actually expresses (the receptive orientation); construct and represent the meaning (the constructive orientation); negotiate the meaning with the issuer and respond (the collaborative orientation); and create meaning through participation, imagination and empathy (the transformative orientation). Listening is a process of active and complex interpretation in which the listener establishes a relationship between what he hears and what is already known to him or her. (Rost, 2002, p.13). Likewise, the author indicates that the process of auditory interpretation has a relationship between what is heard and known, in this case the grammatical structures of the embedded question exercise, which must be solved by listening and transforming them into already known grammatical structures to the student. Indeed, listening comprehension involves a series of aspects that range from the simplest, that is, the understanding of the phoneme, to other more complex paralinguistic aspects such as the meaning of what is being heard, as well as intonation, emphasis and speed. with which the message is enunciated. With this it is indicated that in the learning of the Second Language all the skills are implicit and in relation of one to another, therefore if you have a listening exercise, this does not always exclude another language ability such as knowledge of the gramar, as indicated by the autor “ (cited in Dunkel, 1986) considers that the teaching of listening comprehension should be the main focus in the classroom because: 1. the rules of the language are acquired more easily and accurately by means of inference; 2. the acquisition of a language is primarily an implicit and unconscious process on the part of the student; 3. Oral capacity develops when there is sufficient training aimed at understanding”. (Dunkel, 1986,p.99) In this Test, the students are presented with three exercises to solve. In the first instance, they should use accented and volume sentences to identify important information, listening to a number of sentences and complete the sentence according to the information heard. In the second instance, they must identify the specific points of information, listen to a conversation and find the information that belongs to the blank spaces, students must write the type of book that each person is discussing. Then, the students listened again and saw how the person feels about the books. In the third instance and in the same exercise, they determined the main ideas of a section of the discourse to analyze the data contained in it, listened to the speech section and took notes on the important
71 details. In this way, the students listened to the audio again and completed each sentence with the respective type of book. Finally, they must have a good hearing to understand the information accurately and, at some point, perform the exercise by changing the grammatical form, as presented in the last exercise of the test. The students should listen to the audio again, and they must complete each question with the embedded question grammatical form.
Date gathering tool:
TEST C)
MEDICIÓN DE LA HABILIDAD DE AUDICIÓN EN L2 LISTENING – AUDICIÓN
Advancers Level
1. LISTENING COMPREHENSION Listen to the conversations. Complete the statements.
1. The patientlost a ______
2. The patient has ______
3. The patientneeds ______
4. The patient would like to try ______
2. LISTENING COMPREHENSION Listen carefully to the conversations and write the type of book each person is discussing. Then listen again and check how the person feels about the book. a) Types of book likes it doesn´t like it
Conversation 1 ______
Conversation 2 ______
Conversation 3 ______
Conversation 4 ______b) Complete each statement with a type of book.
1. A novel about people falling in love is usually called a ______
2. A book about a famous person is called a ______
3. A book that a famous person writes about his or her own life is called an ______
4. A very exciting novel about a dangerous situation can be called a ______
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5. Books that are about factual information are called ______
6. A strange fictional story about the future is called ______c) Use each question to complete the embedded question.
1. Where does the story take place?
Could you tell me ______
2. Who is the main character in the novel?
I was wondering ______
3. How much was that German newspaper?
I can´t remember ______
4.How do you say this in English? I was wondering ______
5.What does this word mean?
Could you explain ______
4. TEST D: MEASUREMENT OF READING SKILL IN L2 (ENGLISH), the Tests were divided into three study groups according to levels:
BASIC LEVEL TEST
For the elaboration of the Basic Level Test, the following parameters were taken into account, according to the Common European Framework, in which the student "is able to understand very short and simple texts, reading sentence by sentence, capturing names, words and basic phrases and currents, and reading again when you need it. " (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Basic Level must perform reading and comprehension exercises, according to the reading of a letter and then must recognize through questions if the information is true or false.
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Date gathering tool:
TEST D)
MEDICIÓN DE LA HABILIDAD DE LECTURA EN L2
READING – LECTURA
Beginners Level
- Read the letter and reply on an intercultural website.
INTERMEDIATE LEVEL TEST
For the elaboration of the intermediate level Test, the following parameters were taken into account according to the Common European Framework, in which the student must have the following characteristics according to this level "To read with a high degree of independence, adapting the style and the speed of reading to different texts and purposes and using appropriate reference sources selectively. He has a wide active reading vocabulary, but may have some difficulty with infrequent idioms". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Intermediate Level must read an article and complete the information according to the article.
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Date gathering tool:
TEST D) MEDICIÓN DE LA HABILIDAD DE LECTURA EN L2 READING - LECTURA
Intermediates Level
ADVANCED LEVEL TEST
For the Advanced Level Test, the following parameters were taken into account, according to the Common European Framework, in which the student must possess the following characteristics: "To understand and critically interpret practically any form of written language, including abstract and structure texts. complex or literary and non-literary texts with many colloquialisms. Understand a wide range of long and complex texts, and appreciate subtle distinctions of style and meaning, both implicit and explicit”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002).
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In this Test, the students of the Advanced Level should read a longer article, perform recognition exercises if the information is true or false, answer comprehension questions, identify the "skim of the text" to know the idea, and finally identify the "scan of the text" to identify the specific information of the text. Date gathering tool:
TEST D) MEDICIÓN DE LA HABILIDAD DE LECTURA EN L2 READING – LECTURA Advancers Level
Complete the following exercises and then identify the “skim text” and “scan text”
5. TEST E: MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH), the Tests are divided into three study groups according to levels:
BASIC LEVEL TEST
For the elaboration of the Basic Level Test, the following parameters were taken into account, which indicate the characteristics that the student at this level must have, according to the Common
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European Framework: "He is able to write a series of sentences and simple sentences about his family, their living conditions, their studies, their present work or the last one they had. He is able to write short and simple imaginary biographies and simple poems about people. (...) He is able to write simple sentences and sentences about himself and about imaginary people, about where he lives and what he does". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Basic Level should write a paragraph of 50 to 100 words, talking about one of their relatives, using the verb TO BE and trying to answer some key questions for its development. Date gathering tool:
TEST E) MEDICIÓN DE LA HABILIDAD DE ESCRITURA EN L2 WRITING – ESCRITURA
Beginners Level
1. Write a paragraph about someone in your family, using the verb TO BE and write 50 – 100 words. Use the questions for ideas.
- Where does he or she live and work? - Who lives with him or her? - What does he or she do? - When do you see him or her? ______
______
______
INTERMEDIATE LEVEL TEST
For the preparation of the Intermediate Level Test, we rely on the parameters suggested by the Common European Framework, in which the student at this level must "Write simple and detailed descriptions on a series of daily topics within their specialty. Write relationships of experiences describing feelings and reactions in simple and structured texts. He is able to write a
77 description of a given event, a recent trip, real or imagined. He can tell a story". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Intermediate Level should write a paragraph of 200 to 300 words, talking about their personality, using gerunds after prepositions, adjectives + prepositions and verbs + prepositions. Date gathering tool:
TEST E) MEDICIÓN DE LA HABILIDAD DE ESCRITURA EN L2
WRITING – ESCRITURA
Intermediates Level
1. Write a paragraph about your own personality. Talk about your personality traits. Explain whether you are an introvert or an extrovert. Give examples and reasons. Use gerunds after prepositions, adjective + preposition and verbs + prepositions. Using 200 – 300 words. ______.
ADVANCED LEVEL TEST
For the elaboration of the Advanced Level Test, the following parameters that the student should have at this level were taken into account: "Write clear and detailed descriptions of facts and real or imaginary experiences in clear and structured texts, marking the relationship between ideas and following the established norms of the chosen literary genre (...) Write attractive stories and
78 descriptions of experiences with clarity and fluency, and with a style appropriate to the chosen literary genre ". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this test, the Advanced Level students did two exercises, in the first instance, they had to write a paragraph of 400 to 500 words, talking about their life, answering questions formulated in the test and using Perfect Modals. Finally they are asked to write a 400-500 word paragraph, talking about the traditions of a wedding in the country of origin, using Adjective Clauses with Subject + Relative pronouns. Date gathering tool:
TEST E)
MEDICIÓN DE LA HABILIDAD DE ESCRITURA EN L2 WRITING – ESCRITURA
Advancers Level
1. Write a paragraph about your life. What were you going to do or be? What did you think you would be? Did you change your mind? What happened? Do you have any regrets?. Explain and use Perfect Modals. Use 400 to 500 words.
2. Write a paragraph describing the wedding traditions in your country, using the adjective clauses with subject + relative pronouns. Write 400 – 500 words.
______
6. TEST F: MEASUREMENT OF SPEAKING SKILLS IN L2 (ENGLISH), the Tests are divided into three study groups according to levels:
BASIC LEVEL TEST
For the elaboration of the Basic Level Test, the following parameter and characteristics that the students of the respective level should have, according to the Common European Framework,
79 were taken into account: "They can express themselves with simple and isolated sentences related to people and places. (...) They know how to make a description or simple presentation of people, life or work conditions, daily activities, things that you like or do not like, in a short list of simple phrases and sentences". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Basic Level must construct and express five sentences using the verb to be, according to key words and through images. The results are transcribed to this work. Date gathering tool:
TEST F)
MEDICIÓN DE LA HABILIDAD DEL HABLA EN L2
SPEAKING – HABLA Beginners Level
- Read the word or words of each frame and construct a sentence using the verb to be with each of them.
INTERMEDIATE LEVEL TEST For the elaboration of the Intermediate Level Test the following parameters were taken into account and that the student of this level must possess, according to the Common European Framework: "Can carry out, with reasonable fluency, a simple description of a variety of topics that are of their interest, presenting them as a linear sequence of elements”. (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Intermediate Level, in which students must construct paragraphs, using gerunds after prepositions, adjective + preposition and verbs + prepositions, through images, expressed orally in a minimum of five minutes followed by their fragmented transcription for the study thereof.
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Date gathering tool:
TEST F) MEDICIÓN DE LA HABILIDAD DEL AHBLA EN L2 SPEAKING – HABLA
Intermediates Level
Observe each image frame and build a paragraph with them,
use gerunds after prepositions, adjective + preposition and verbs + prepositions. Then you should express it verbally in a time of 5 – 10 minutes.
ADVANCED LEVEL TEST
For the elaboration of the Advanced Level Test, the following parameters and characteristics that the student of this level must have, according to the Common European Framework: "To make clear and systematically developed descriptions and presentations, highlighting adequately the significant aspects and the relevant details, were taken into account, that they serve as support (...) Produce clear, fluid and well-structured discourses whose logical structure is effective and helps the listener to notice and remember significant elements ". (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). In this Test, the students of the Advanced Level must construct dialogues, using Perfect Modals. Adjective Clauses and Subject + Relative Pronouns, through images, exposed and orally expressed in a minimum of 10 minutes.
Then, it was transcribed in fragmented form for the study thereof.
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Date gathering tool:
TEST F) MEDICIÓN DE LA HABILIDAD DEL HABLA EN L2
SPEAKING – HABLA
Advancers Level
- Observe each image frame and create conversations about it. Use - Perfect Modals, Adjective Clauses and Subject + Relative Pronouns in - a time of 15 – 20 minutes.
V.A.4. DATA COLLECTION PROCEDURE
According to the research proceeded to select the topics that contribute to the learning skills of the Second Language L2: gerunds after preposition, adjectives + prepositions, verbs + prepositions, perfect modals, adjective clauses, word retention, syntactic order of words of left- handers in relation to the right-handers and their social and real context. For Data Collection, proceeded as follows:
A) FIRST STAGE
In the first stage, TEST A) MEASUREMENT OF AMBIGUITY, is administered to left- handed students and right-handed students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and to two left-handed students and two right-handed students of the Centro Boliviano Americano. Both groups correspond to the Basic Level, a test of
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demonstration of ambiguous images is carried out, to demonstrate the cognitive capacity of both groups, right-handed and left-handed students.
In the first stage, TEST A) MEASUREMENT OF AMBIGUITY is applied to both left- handed and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. Both Intermediate Level groups, the test of ambiguous images is taken to both left and right-handed students, and all this is performed to demonstrate the cognitive ability of both groups, right-handed and left-handed students.
In the first stage, TEST A) MEASUREMENT OF AMBIGUITY is applied to left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. Both Advanced Level groups. A demonstration test of ambiguous images will be taken by both left and right-handed students, and all this is done to demonstrate the cognitive ability of both groups, right-handed and left-handed students.
FIRST STAGE: TEST A) MEASUREMENT OF AMBIGUITY
B) SECOND STAGE
In the second stage, TEST B), MEASUREMENT OF THE INFORMATION PROCESS IN L2 (ENGLISH), left-handed students and right-handed students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students of the Centro Boliviano Americano are tested. In both groups of the Basic Level, the tests of knowledge of the language and the logic are taken into account. The test shows
83 whether the students think in English before answering a question and do not do so in their native language and then mentally translate it to L2, as usually happens with traditional learning. Clear evidence of this is the fluency of language. Since to think first in the mother tongue and then translate means there is a certain delay time, so in order to do so, and as reference, pictures of questions that students must respond to quickly and accurately are shown. A test carried out to measure the information process in L2, indicates in long sentences what the drawing means.
In the second stage, TEST B), MEASUREMENT OF THE INFORMATION PROCESS IN L2 (ENGLISH), left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students of the Centro Boliviano Americano, both groups of the Intermediate Level, is carried out to measure the information process in L2, indicating with long phrases what the drawing or figure in L2 means to them. The exercise is administered in order to measure the time taken in the process of information recognition and description of the figures in L2.
In the second stage, TEST B), MEASUREMENT OF THE INFORMATION PROCESS IN L2 (ENGLISH), left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and two left-handed students and two right-handed students of the Centro Boliviano Americano, both groups of the Advanced Level, measures the information process in L2, indicating with long phrases what the drawing or figure in L2 means to them. The exercise is timed in order to measure the time invested during the process of the recognition of the information and to describe the figures in L2.
SECOND STAGE: TEST B) MEASUREMENT OF THE INFORMATION PROCESS IN L2 (ENGLISH)
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C) THIRD STAGE As a next step the four skills of Second Language acquisition are identified to differentiate the three levels:
- In the third stage, TEST C), MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH), is taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. At both Basic Level groups, tests demonstrate hearing ability in both right-handed and left-handed groups.
- In the third stage, TEST C) MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH), is taken by left-handed students and right-handed students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. At the Intermediate Level, tests demonstrate hearing ability in both right-handed and left-handed groups.
- In the third stage, TEST C), MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH), is taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. At both Advanced Level groups, tests demonstrate hearing ability in both right-handed and left-handed groups.
THIRD STAGE: TEST C) MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH)
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D) FOURTH STAGE
In the fourth stage, TEST D), MEASUREMENT OF READING SKILL IN L2 (ENGLISH), is taken by two left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right handed students from the Centro Boliviano Americano. Both groups of the Basic Level, where tests carried out demonstrate the ability to read and understand the same in both groups, right-handed and left- handed.
In the fourth stage, TEST D), MEASUREMENT OF READING SKILL IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and students from the Centro Boliviano Americano. Both of the Intermediate Level, where tests carried out demonstrate the ability to read and understand the same in both groups, right-handed and left- handed.
In the fourth stage, TEST D), MEASUREMENT OF READING SKILL IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and two left-handed students and right handed students from the Centro Boliviano Americano. Both Advanced Level groups, where tests are conducted to demonstrate readability and comprehension skills in both right-handed and left- handed groups.
FOURT STAGE: TEST D) MEASUREMENT OF READING SKILL IN L2 (ENGLISH)
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E) FIFTH STAGE
In the fifth stage, TEST E), MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students of the Centro Boliviano Americano. Both Basic Level groups, where tests are conducted to demonstrate writing ability and skill in both right-handed and left-handed groups.
In the fifth stage, TEST E), MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students of the Centro Boliviano Americano. Both Intermediate Level groups, where tests are conducted to demonstrate the ability and writing skills in both right-handed and left-handed groups.
In the fifth stage, TEST E), MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students of the Centro Boliviano Americano. Both Advanced Level groups, where tests are conducted to demonstrate the ability and writing skills in both right-handed and left-handed groups.
FIFTH STAGE: TEST E) MEASUREMENT OF WRITING IN L2 (ENGLISH)
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F) SIXTH STAGE
In the sixth stage, TEST F), MEASUREMENT OF SPEAKING IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. Both groups of the Basic Level. The tests demonstrate the ability of speech and fluency thereof in both groups, right-handed and left-handed.
In the sixth stage, TEST F), MEASUREMENT OF SPEAKING IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. Both Intermediate Level groups tests demonstrate speech and fluency in both groups, right-handed and left-handed.
In the sixth stage, TEST F), MEASUREMENT OF SPEAKING IN L2 (ENGLISH), taken by left-handed students and right-handed students from the Linguistics and Languages Department of the Universidad Mayor de San Andrés and left-handed students and right-handed students from the Centro Boliviano Americano. Both Advanced Level groups, where tests are conducted demonstrate speech ability and fluency in both groups, right-handed and left-handed.
The instruments include the type of measurement proposed by this study. These instruments carried the identification when they are applied to the subject and the investigation.
SIXTH STAGE: TEST F) MEASUREMENT OF SPEAKING SKILL IN L2 (ENGLISH)
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E) SEVEN STAGE
The fourth step is proceded by Sampling. According to (Hernandez Sampieri R., 2014, p.567) "Sampling is the act of selecting a subset of a larger set, universe or population of interest to collect data in order to respond to an approach to a research problem. Likewise, when the sample is determined in an investigation, fundamental decisions are taken: the way in which cases (participants, events, episodes, organizations, products, and others) are selected and the number of cases to be included (sample size). And obviously, sampling becomes more complex in a mixed study because at least one sample must be chosen for each approach, either qualitative or quantitative, and such decisions affect the quality of the target inferences and the degree to which the results can be generalized or transferred the universe or other contexts and cases.”
Likewise R. Tafur points out that "to decide what type of sampling the researcher does, the thesis author has to be guided by the validity of the sampling. Then it will be mentioned whether he will do a probabilistic or deterministic sampling."
The technique followed in the research is explained by the researcher according to the sample used to carry out the project. All the elements that constitute the systematic sample are selected in detail to gather and collect the suitable information used to interpret and analyze the results obtained. Therefore, according to this procedure, this work follows this sampling technique: it is Probabilistic according to the choice of its constituent elements, randomness criteria is used to choose the population to conduct the research.
As a result of the use of the probabilistic sample, all the elements of the population have the same possibility of being chosen for the sample which is obtained by defining the characteristics of the population and the size of the sample, and by means of a random or Mechanics of the sampling / analysis units.
Thus, our Sample Selection is probabilistic, since the individuals chosen as sample from a subgroup have the same possibility to be chosen. In this specific case, the General Population is composed of students of the Linguistics and Languages Department of the Universidad Mayor de
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San Andrés and students of the Centro Boliviano Americano in their different levels Beginners, Intermediates and Advancers respectively. A simple random sample of left-handed and right- handed students from the different levels of each Study Center are selected. By these means, we can rely on the theory indicated by R. Hernandez Sampieri ( 2014), that probabilistic samples require the determination of sample size and a random selection process that ensures that all elements of the population have the same probability of being chosen, and at the same time rests on the theory that probabilistic samples are essential in both descriptive and correlative research designs. Thus, the descriptive and comparative research methodology, is related in the same sample
GENERAL STEPS General Investigation Procedure:
In accordance with the process of selecting the instruments for research, the themes that contribute to the learning abilities of the Second Language L2 are selected: use of gerunds after preposition, adjectives + prepositions, verbs + prepositions, perfect modals, adjective clauses, word retention, Syntactic order of the words by left handers in relation to the right-handers and their social and real context. For data collection, the study proceeds as follows:
- The tests mentioned in the Study Centers, that is to say, in the classrooms of the Universidad Mayor de San Andrés, are administered to students of the Linguistics and Language Department, in their different levels. Likewise, the tests are taken in the classrooms of the Centro Boliviano Americano, to students of the different levels of English. - Sample Selection is carried out, in this way the technique followed in the investigation is confirmed. If it is a simple random sampling, a random choice follows a stratified sampling, that is, whether it is composed of the constituent elements of its sample or whether it is a systematic sampling. Therefore, according to this, this work used the following sampling technique, it is Probabilistic, according to the choice of its constituent elements, and a randomness criteria is used to choose every element of the population.
It is in this sense that in the probabilistic sample, all the elements of the population have the same possibility of being chosen for the sample and are obtained by defining the
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characteristics of the population and the size of the sample, and by means of a random or Mechanics of the sampling / analysis units.
- So, the Sample Selection is probabilistic, since the sample is chosen from a subgroup of the population in which all the elements have the same possibility of being chosen. In this specific case, the General Population are the students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and students of the Centro Boliviano Americano in their different levels Beginners, Intermediates and Advancers respectively. A selection of a simple random sample of left-handed and right-handed students from the different named levels of each Study Center is then taken. Thus, this procedure relies on the theory indicated by R. Hernandez Sampieri (May, 2014), that probabilistic samples require the determination of sample size and a random selection process that ensures that all elements of the population have the same probability of being chosen, and at the same time rests on the theory that probabilistic samples are essential in both descriptive and correlative research designs. In light of this, having a qualitative, descriptive and comparative research methodology, it is possible to observe that they have a relation in the same sample selection, where it is intended to make estimates of variables in the population.
Technical Conditions of Operation of the Listening part
The Listening tests require sets of exercises recorded with audio, with precision inn the use of the second language, without interferences and with a normal volume. It should be noted that since volume perception follows a logarithmic scale, the volume level is measured in decibels and is given by the so-called acoustic power level. So the audio exercises are administered in a volume of 20 dB.
The First Hearing Test for the Beginners level has 2 Exercises: A) The first exercise has an audio duration of 00.00.30 seconds. B) The second exercise has an audio duration of 00.01.11 minute with 11 seconds.
The Second Hearing Test for the Intermediates level has 3 Exercises:
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A) The first exercise has an audio duration of 00.00.28 seconds. B) The second exercise has an audio duration of 00.02.45 minutes with 45 seconds. C) The first exercise has an audio duration of 00.00.32 seconds.
The Third Hearing Test for the Advancers level has 2 Exercises: A) The first exercise has an audio duration of 00.02.38 seconds. B) The second exercise has an audio duration of 00.03.14 seconds.
EVALUATION CRITERIA
This scale of evaluation was carried out according to the parameters of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002), taking into account each skill and assigning a scale of values for each Test. The evaluation was made with the measurement of scale of values to give a balanced value. In this way the score from 1 to 33 was classified as Low Score, the score from 34 to 66 was classified as Medium Score and the score from 67 to 100 as High Score. In this way, the following parameters were taken into account:
EVALUATION OF TEST A: MEASUREMENT OF AMBIGUITY
The complexity in the Tests of the 3 levels was measured: Beginners, Intermediates and Advancers. That is, the use of more complex words and the use of a broader vocabulary. Example: Beginners: LOVE, Intermediates: JOIN and Advancers: COUPLE. The use of the words from simple to common was taken into account and a score was given in three grades from Low, Medium to High. This scale of evaluation was carried out according to the parameters of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). On the other hand, the same was done with the other levels, Intermediates and Advancers. The use of words in the three levels was also taken into account, for example: we found that a student
92 of the advanced level wrote a sentence with phrasal verbs or use modal verbs and the students of the beginner level only used in the description the verb to be.
MEASUREMENT OF AMBIGUITY (TEST A)
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Memory ability 50 . Cognitive ability 75 . Is able to recognize and describe ambiguous figures 70 TOTAL: 120 75 TOTAL SCORE: 195/3 FINAL SCORE: 65
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
EVALUATION OF TEST B: MEASUREMENT OF INFORMATION PROCESSES IN L2 (ENGLISH)
In this part of the Investigation, the students of the three levels recognized and described the presented figures and at the same time they described with long sentences the meaning of each image. This scale of evaluation was carried out in accordance with the parameters of the Common European Framework (Common European Framework of references for languages: learning, teaching and evaluation, 2002). The objective is to measure the information process of the language that each student has to describe the meaning of the image with long sentences. This way we can evaluate the number of words poured, the simple verbs and the compound verbs, the knowledge of the language and the creativity. As shown below:
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MEASUREMENT OF INFORMATION PROCESSES IN L2
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Recognize and describe figures and express in English (L2) 78 . The process of recognition information with number of words 45 . Simple verbs and compound verbs 68 . Knowledge of the language 80 . Creativity 85 TOTAL: 113 243 TOTAL SCORE: 356/5 FINAL SCORE: 71
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
EVALUATION OF TEST C: MEASUREMENT OF HEARING SKILL IN L2 (ENGLISH)
In the Listening Tests for all levels, parameters were taken into account for its evaluation, such as, Listening comprehension, Recognize grammatical word classes (Nouns, verbs, etc.), and others; the same that were qualified with the rule of three and classified in scores of three grades, Low, Medium and High. This scale of evaluation was carried out according to the parameters of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). That is to say if the Test contained 13 questions, each one had a value of 8 points and thus the following result was obtained: 13 - 100% = 61, 53 8
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The result indicates that the student's level is on the Good scale, as shown in the following tables:
LISTENING
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Is able to understand general ideas 45 . Is able to make inferences after Listening 50 . Listen to identify the Speaker or Topic 75 . Finding main ideas and supporting details 60 . Recognize gramatical word classes (Nouns, verbs, etc.) 50 . Identify Specific Point of Information 45 TOTAL: 250 75 TOTAL SCORE: 325 / 6 FINAL SCORE: 54
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
EVALUATION OF TEST D: MEASUREMENT OF READING SKILL IN L2 (ENGLISH)
In the Listening Tests different evaluation parameters were taken into account according to each level, that is to say some aspects for the basic level, others for the intermediate level and others different for the advanced level. This scale of evaluation was carried out according to the parameters of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). Following the evaluation criteria assigned in the beginning of Low Score, Medium Score and High Score, they are generalized and are detailed in the following tables:
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READING
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Uses appropiate reading strategies 30 . Reads and understands after reading silently 70 . Is able to infer meaning from context 30 . Comprehension questions 65 . Identify the skim and scan of the text 70 TOTAL: 60 205 TOTAL SCORE: 265/5 FINAL SCORE: 53
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
EVALUATION OF TEST E: MEASUREMENT OF WRITING SKILLS IN L2 (ENGLISH)
In the assessments of the Writing Tests, different parameters were taken into account for each level. This scale of evaluation was carried out according to the parameters of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). For example, for the qualification of the Intermediate Level Test, it was graded based on the instructions and was taken as a use of the English level Gerund After Prepositions, Adjective + Preposition and Verbs + Prepositions. The highest parameter was 7 uses of these, and 3 points were assigned to the fulfillment of the use of 200 to 300 words, making a total of 10 points; which were rated above the average of 100 with the rule of 3. That is, if the student had only two uses of the grammar functions that were requested, plus the 3 points assigned to the use of the 200 - 300 words, a total of 5 points out of 10 is made, the
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same as with the rule of three, they give us the following result:
10 - 100% = 50 5
Likewise, the following evaluation criteria were followed:
WRITING
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Is able to convey ideas coherently when writing 35 . Is able to write a description 80 . Is able to use grammar appropiately 75 . Is able to use correct spelling and punctuation rules 70 . Is able to write stories of experiences with clarity and fluency 45 TOTAL: 35 115 155 TOTAL SCORE: 305/5 FINAL SCORE: 61
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
EVALUATION OF TEST F: MEASUREMENT OF SPEAKING SKILLS IN L2 (ENGLISH)
In the Speech Skill Tests, different evaluation parameters were taken into account, according to each level; that is, some aspects for the basic level, others for the intermediate level and others for the advanced level, following the evaluation criteria assigned to the beginning, of Low Score, Medium Score and High Score. This scale of evaluation was carried out according to the parameters
97 of the European Common Framework (Common European Framework of references for languages: Learning, teaching and evaluation, 2002). For example, in the Advanced Level Test, to measure the knowledge of the language, the instruction to create a conversation was given about an image, and use Perfect Modals, Adjectives Clauses and Subject + Relative Pronouns. Likewise, it was taken as the highest parameter 7 uses of these, they were rated above the average of 100 with the rule of three. Are generalized and are detailed in the following tables:
SPEAKING
QUALITATIVE EVALUATIONS
SCORING 1 - 33 Points 34-66 Points 67-100 Points . Speaks clearly, is understood by others 70 . Is able to use appropiate vocabulary and correct grammar 70 . Asks and responds to questions appropiately 90 . Is able to produce clear, fluid and well-structured discourses 85 TOTAL: 140 175 TOTAL SCORE: 315/4 FINAL SCORE: 78
QUANTITATIVE EVALUATIONS
GRADING SCORE VERY GOOD 80 - 100 GOOD 79 - 60 SATISFACTORY 59 - 40 AVERAGE 39 - 20 NEEDS SOME IMPROVEMENT 19 - 0
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CHAPTER VI
VI.A. ANALYSIS AND INTERPRETATION OF DATA
Table Nº 1
CENTRO BOLIVIANO AMERICANO BEGINNERS LEVEL - INITIAL (Correct answers in Right handed people and Left - handed people
CORRECT ANSWERS CORRECT RIGHT LEFT RIGHT ANSWERS TESTS PARTICIPANTS HANDED HANDED HANDED LEFT HANDED TEST A - Measurement of Ambiguities 10 (100%) 10 (100%) ____ 10 (100%) _____ TEST B - Measuring the Information Process 11 (100%) 11 (100%) ____ 3 (27,27%) _____ TEST C - Measuring Hearing Skill 10 (100%) 10 (100%) ____ 4 (40%) _____ TEST D - Measuring Reading Ability 11 (100%) 11 (100%) ____ 9 (81,81%) _____ TEST E - Measuring Writing Ability 11 (100%) 11 (100%) ____ 10 (90,90%) _____ TEST F - Measuring Oral Skill 2 (100%) 1 (50%) 1(50%) 1 (50%) 1(50%)
TOTAL: 64,99% 50%
In the table above, it is possible to observe the 6 types of Tests taken in the Basic Level of the Centro Boliviano Americano; so for each test 30 copies were produced for each course in which the test was taken. However, taking into account that some courses vary in number, samples were taken ranging from 10 to 25 participants in each of the tests, except for TEST F, in which only 2 students participated in this level for the duration thereof. Data Description: in Test A, of the 10 participants; 10 were right-handed and 0 left-handed, in Test B, of 11 participants, 11 were right-handed and 0 left-handed, in Test C, of 10 participants, 10 were right-handed and 0 left-handed, likewise in Test D, of the 11 participants, 11 were right- handed and 0 left-handed, and finally in Test F, of the total of 2 participants, 1 was right-handed
99 and 1 left-handed, out of whom 50% of left-handed people got correct answers, just like the other 50% of right-handed people got correct answers. In light of this, it is possible to observe that it was not obtained have a completely clear comparison of the differences in the correct answers obtained from left and right handed students, since in the collected left-handed sample there is no left-handed participant in the first five Tests. However, after collecting the information the results of the 1-left- hand sample in the Speech Ability Measurement Test F, who obtained a percentage of 50% correct answers, as did the right-handed student, who obtained the same percentage of 50% correct answers.
Analysis and Interpretation. - In the table above no clear difference in the variation of learning of the second language on the part of left-handed people compared to right-handed people can be observed because at this basic level no samples of left-handed students were obtained. For this reason, a comparison could not be made. On the other hand in Test F, of Measurement of Speech, a sample of left-handed participants was collected, a left-hander and a right-hander respectively, and they obtained the same score of 100%. In this way, both right-handed and left- handed students demonstrated linguistic competence in this area.
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Table Nº 2
CENTRO BOLIVIANO AMERICANO LEVEL INTERMEDIATES (Correct Answers Right handed and Left handed people)
CORRECT CORRECT ANSWERS ANSWERS RIGHT LEFT RIGHT LEFT TESTS PARTICIPANTS HANDED HANDED HANDED HANDED TEST A - Measurement of Ambiguities 15 (100%) 12 (80%) 3 (20%) 12 (100%) 3 (100%) TEST B - Measuring the Information Process 15 (100%) 12 (80%) 3 (20%) 6 (50%) 3 (100%) TEST C - Measuring Hearing Skill 15 (100%) 12 (80%) 3 (20%) 10 (83,33%) 3 (100%) TEST D - Measuring Reading Ability 15 (100%) 12 (80%) 3 (20%) 11 (91,66%) 3 (100%) TEST E - Measuring 2 Writing Ability 15 (100%) 13 (86,66%) (13,33%) 9 (69,23%) 2 (100%) TEST F - Measuring Speech Ability 4 (100%) 2 (50%) 2 (50%) 1 (50%) 2 (100%) TOTAL: 74,03% 100%
In the table above it can be observed that the 6 types of Tests were taken by students at the Intermediate Level of the Centro Boliviano Americano, so that for each Test 30 copies were produced for each course in which the test was taken. However, taking into account that the number of students of the CBA is a maximum of 25 people, the samples varied between 10 to 25 participants in each one of the tests, except for TEST F, in which only 4 students participated in this level, for the duration thereof.
Data Description: in Test A, of the 15 participants, 12 were right-handed and 3 left-handed, in Test B, of 15 participants, 12 were right-handed and 3 left-handed, in Test C, of 15 participants, 12 were right-handed and 3 left-handed, likewise in Test D, of the 15 participants, 12 were right- handed and 3 left-handers, and finally in Test F, of the total of 4 participants, 2 were right-handed and 2 left-handed. Thus, it can be deduced that in Test A, of the 25 participants 12 were right- handed and 3 left-handed, out of which, in the same Test A, 100% of left-handed participants
101 obtained correct answers as did 100% of the right-handed participants of the same level. In Test B, out of the 15 participants, 12 were right-handed and 3 left-handed, of whom the right-handers' percentage of respondents was 100%, whereas the left-handed students got 50% correct answers. Similarly, in Test C, of the 15 participants, 12 were right-handed and 3 left-handed, in which left- handed participants obtained 100% correct answers compared to right-handed participants who obtained a total of 83.33% correct answers. In Test D, of the 15 participants, 12 were right-handed and 3 left-handed, out of whom 100% of left-handed students got correct answers, compared to 91.66% of right-handed students. In Test E, 15 students participated in total, out of which 13 were right-handers and 2 left-handers, and of them 100% of left-handed students obtained correct answers compared to 60% achieved by right- handed students. To finalize, in Test F participated 4 students, of which 2 were right-handers and 2 left-handers, of whom, left-handed participants obtained 100% correct answers unlike the right- handed participants who achieved 50% of the correct answers. In this way it can be observed that in the whole of the Tests (6 of 6 Tests), the correct answers of the left-handed students reached 100% of correct answers, compared to the right-handed students. As a sample it is also inferred that the ability to learn a second language by left-handed people is greater compared to right-handed people in the different skills.
Analysis and Interpretation.- In the above table it can be seen that left-handed students of the intermediate level of the Centro Boliviano Americano CBA, achieved 100%, the highest score, in all the learning skills for the acquisition of a Second Language, such as Listening, Reading, Writing, Speaking. That is to say, retention of words in the second language and their ability to be able to express with ideas what the picture presented to each of them in L2 meant. All this leads us to deduce that these results are achieved by virtue of the dominance of the right hemisphere, which in this case is the one that dominates in left-handers, the one that is taken into account to describe the learning abilities of arts, languages, and others. In this specific case of our study it is important to point out the learning of a Second Language on the part of left-handed people. Researchers Peker and Pogun (2006) have studied the possible connection between talent and motor laterality, all of which shows that left-handed people are more adept at learning languages. This means that lefties should also show more skills in learning a Second L2 Language
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Table Nº 3
CENTRO BOLIVIANO AMERICANO LEVEL ADVANCERS (Correct answers in Right-handed and Left-handed people) CORRECT ANSWERS CORRECT RIGHT LEFT RIGHT ANSWERS LEFT TESTS PARTICIPANTS HANDED HANDED HANDED HANDED TEST A - Measurement of Ambiguities 24 (100%) 21 (87,5%) 3 (12,5%) 20 (95,23%) 3 (100%) TEST B - Measuring the Information Process 24 (100%) 22 (91,66%) 2 (8,33%) 10 (45,45%) 1 (50%) TEST C - Measuring Hearing Skill 21 (100%) 19 (90,47%) 2 (9,52%) 14 (73,68%) 2 (100%) TEST D - Measuring Reading Ability 22 (100%) 20 (90,90%) 2 (9,09%) 20 (100%) 2 (100%) TEST E - Measuring Writing Ability 20 (100%) 16 (80%) 4 (20%) 1 (6,25%) 1 (25%) TEST F - Measuring Speech Ability 4 (100%) 2 (50%) 2 (50%) 2 (100%) 2 (100%)
TOTAL: 70,10% 79,16%
In the table above, It is observed the 6 types of Tests that were taken in the Basic Level of the Centro Boliviano Americano so that for each Test, 30 copies were produced for each course in which the test was taken. However, taking into account that some courses vary in number, samples were taken ranging from 10 to 25 participants in each of the tests. Except for TEST F in which only 2 students participated in this level for the duration thereof.
Data Description: it was observed that in Test A, out of the 24 participants, 21 were right- handed and 3 left-handed. In Test B, out of 24 participants, 22 were right-handed and 2 left-handed. In Test C, out of 21 participants, 19 were right-handed and 2 left-handed, as well in Test D, where out of the 22 participants, 20 were right-handed and 2 left-handed. And finally, in Test F, out of the total of 4 participants, 2 were right-handed and 2 left-handed. In light of this, it can be deducted that in Test A, out of the 24 participants 21 were right-handed and 3 left-handed, out of which, in the same Test A, 100% of left-handed participants obtained correct answers as opposed to the lower
103 score of 95.23% achieved by the right-handed participants of the same level who got correct answers. In Test B, out of the 24 participants, 22 were right-handed and 2 left-handed, out of whom, the percentage of left-handed that obtained the correct answers was greater with 50% compared to right-handers who obtained 45.45% correct answers.
Similarly, in Test C, out of the 21 participants, 19 were right-handed and 2 left-handed. In this case, left-handed participants obtained 100% correct answers compared to right-handed participants who obtained a total of 73.68% correct answers. In Test D, out of the 22 participants, 20 were right-handed and 2 left-handed, out of whom 100% of left-handed students got correct answers, as did 100% of right-handed students. In Test E, in which 20 students participated in total, out of which 16 were right-handers and 4 left-handers, and of these, 25% of left-handed students obtained correct answers compared to the lowest result of 6.25% corresponding to right-handed students. To finalize, in Test F participated 4 students, of which 2 were right-handers and 2 left- handers, of whom, left-handed participants obtained 100% correct answers as well as right-handed participants who obtained 100% correct answers. In light of this, it can be observed that in more than half of the Tests (4 of 6 Tests) the correct answers achieved by left-handed students reached a higher percentage compared to the correct answers of the right-handers, in the four Tests taken as explained below. Left-handed participants obtained 100% correct answers in Tests A of cognitive processing and word retention in Second Language L2 learning, as well as in Hearing Ability Test C, Reading Ability Test D, and The Speech Ability Test F. All of the Second L2 Language (English) left-handed participants got 100% correct answers, except in Test B, in which left-handed students got 50% correct answers and in Test E in which left-handed students obtained 25% correct answers.
Analysis and Interpretation. - In the above table it is possible to see that left-handed students at the advanced level of the (CBA) Centro Boliviano Americano, obtained the highest score in 4 tests out of 6 taken, in all the abilities of the learning of the Second Language as well as in the A and B Measurements of Ambiguities and Information Processes, respectively. However, it is evident that they did not obtain the highest percentage of 100% in the Writing Test E, in which they obtained a score of 25%, in which they were supposed to use parts of grammar in the composition of a paragraph. Parts of advanced level grammar such as: Perfect Modals, Adjective Clauses with Subject + Relative pronouns. It could be inferred that in this skill the right-handed and left-handed
104 students may have the same ability and it is very important to point out that this skill was the most importance because of the complex nature of the language acquisition in which it played an essential role. The percentage of 25% that left left-handed students obtained compared to the 6.25% obtained by right-handers is self-explanatory. Likewise, in Test B of Measuring the Information Process, like any linguistic process, one of the most important components was the semantic processing or access to the meaning of the words. This is why in Test B the student were asked to develop a response, in L2, of what the image means, in his brain. On the other hand, it should be noted that the scale of Correct Responses of right-handed and left-handed students was designed according to the instructions that were taken in each Test. Thus, each instruction was scored on the bases of 10 points, based on which were taken Percentages over 100%. Thus, with respect to Test E, of writing ability, at this advanced level, 10 points were assigned to each question or instruction, thus adding a total of 90 points and the remaining 10 points were assigned to the "Skim text" and "Scan" Text ". It should be noted that this means" Main Idea” or "Specific Idea" adding a total of 100 points. In order to have a correct response parameter, accumulated percentages were divided into 3 groups, which were assigned in low, medium and high scores, assigning a balanced value according to the Evaluation Techniques and their incidence in the Process of Learning of the Writing of the English Language. This technique was designed by Nuñez Luzuriaga: 2013. In light of this, the scores were assigned as follows: Score from 1 to 33 Low; Score from 34 to 66 Medium; And Score from 67 to 100 High. This led to the conclusion that perhaps both right-handed and left-handed students of the Advanced level of the Centro Boliviano Americano achieved a low score in Test E, of Writing ability due to the poor understanding of the identification of the Main Idea and of the Specific Idea indicated by the instruction for the Text.
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Table Nº 4
UNIVERSIDAD MAYOR DE SAN ANDRÉS BEGINNERS LEVEL - INITIAL Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st and 2nd Semester)
CORRECT CORRECT ANSWERS ANSWERS RIGHT LEFT RIGHT LEFT TESTS PARTICIPANTS HANDED HANDED HANDED HANDED TEST A - Measurement 26 of Ambiguities 30 (100%) (86.66%) 4(13,33%) 25 (96,15%) 4 (100%) TEST B - Measuring the 26 3 Information Process 29 (100%) (89,65%) (10,34%) 6 (23,07%) 1 (33,33%) TEST C - Measuring Hearing Skill 24 (100%) 21 (87,5%) 3 (12,5%) 16 (76,19%) 3 (100%) TEST D - Measuring 23 4 Reading Ability 27 (100%) (85,18%) (14,81%) 22 (95,65%) 4 (100%) TEST E - Measuring 15 2 Writing Ability 17 (100%) (88,23%) (11,76%) 13 (86,66%) 2 (100%) TEST F - Measuring Speech Ability 6 (100%) 3 (50%) 3 (50%) 3 (100%) 3 (100%)
TOTAL: 79,62% 88,88%
The table above details the 6 types of Tests that were taken in the Basic Level of the Universidad Mayor de San Andrés. Mention should be made of the First and Second Semester of the Common Plan of the Linguistics and Languages Department. They prepared 30 copies, for each course in which the test was taken. As a consequence, the sample size was 30 people per course and per Test, except Test F in which the sample size is 6 people, for the duration thereof.
Data Description: In Test A, out of the 30 participants, 26 were right-handed and 4 left- handed, out of whom, in the same Test A, 100% of left-handed participants obtained correct answers compared to 96.15% of the right-handed participants of the same level. In Test B, out of the 29 participants, 26 were right-handed and 3 left-handed, of which the percentage of left-handed who got correct answers was higher with 33.33%, compared to right-handers who obtained 23.07% of
106 correct answers. Similarly in Test C, out of the 24 participants, 21 were right-handed and 3 left- handed, In this test left-handed participants obtained 100% correct answers compared to right- handed participants who obtained a total of 76.19% correct answers. In Test D, out of the 27 participants, 23 were right-handed and 4 left-handed, out of which 100% left-handed students obtained correct answers, as opposed to 95.65% of right-handed students. Likewise, in Test E, in which 17 students participated in total, out of which 15 were right-handers and 2 left-handers, out of which, in turn, 100% of the left-handed students obtained correct answers in comparison to 86.66% of percentage that the right-handed students obtained. Lastly, in Test F participated 6 students, out of which 3 were right-handers and 3 left-handers, of which, in turn, left-handed participants obtained 100% correct answers, as well as right-handed participants who also obtained 100% correct answers. In light of this, it was observed that in most of the Tests (5 of 6 Tests) the correct answers of the left handers reached a higher percentage compared to the correct answers of the right-handers, in the six tests performed. Left-handed participants obtained 100% correct answers in Tests A of cognitive processing and word retention in Second Language L2 learning, Hearing Skill Test C, Reading Ability Test D, Test E of Writing ability and Test F of Speech Ability, except in Test B, in which left-handers obtained 33.33% correct answers. However, the percentage was greater than the percentage of right-handed participants who obtained 23.07% of correct answers in the same test.
Analysis and Interpretation.- The above table shows that left-handed students of the beginner level of the Universidad Mayor de San Andrés obtained the highest percentage of 100% in 5 of 6 Tests taken at this level, except in Information Process Measurement Test B, in which students were expected to recognize and describe the figures presented to them in the two boxes as a test to measure the information process in L2, as the name implies, as well as to describe in L2 and in long phrases, what the figures meant to them. All this leads to the conclusion that beginner level students or beginners of the Linguistics and Languages Department at the Universidad Mayor de San Andrés do not have a broad knowledge of vocabulary in L2 at this level and can understand a little of the information process of words and phrases because they are at a beginner level. In addition, it indicates that in Test B, of Measurement of the Information Process, like in any linguistic process, one of the most important components is the semantic processing or access to the meaning of words. This is why in Test B the students were asked to develop a response in L2 of
107 what the image means in their brain. Explaining with words can measure the development of understanding and communication of meanings. Semantic processing is certainly another very important skill in the development of the learning process of a Second Language and therefore in order to differentiate, retain words and develop them in a sentence or sentence is of great importance in the process of learning a Second Language L2. On the other hand, investigations show that the consistency of the corpus callosum (place where both hemispheres communicate) gives left-handers better episodic memory (memory of experiences with their temporal space relations), although a worse semantic memory (memory of the meaning of the words or data decontextualized), because it is speculated that the information tends to be stored in the left hemisphere, while the space - time context does it in the right. Thus, a study of people who lacked one of the hemispheres revealed that those with only the right hemisphere understood most of the sentences in a conversation, but that they had problems interpreting more complex constructions, such as passive phrases. Conversely, people with only the left hemisphere had no difficulty, even with complex sentences. This agrees with the findings of Wolcott Sperry, who documented that when the left brain is active, the right brain is relaxed and vice versa, proving it by electroencephalographic studies. Thus, it can be deducted that left-handed individuals have little ability in word retention and expression of sentences in L2, or their interpretation in more complex sentences. However, it should not be ruled out that this is because knowledge and acquisition of a broad vocabulary in L2 is inadequate, which at this stage or level students lack, because it is a basic or initial level.
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Table Nº 5
UNIVERSIDAD MAYOR DE SAN ANDRÉS INTERMEDIATE LEVEL – INTERMEDIATE Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester)
CORRECT ANSWERS CORRECT RIGHT LEFT RIGHT ANSWERS TESTS PARTICIPANTS HANDED HANDED HANDED LEFT HANDED TEST A - Measurement of Ambiguities 29 (100%) 27 (93,10%) 2 (6,89%) 23 (85,18%) 2 (100%) TEST B - Measuring the Information Process 30 (100%) 28 (93,33%) 2 (6,66%) 20 (71,42%) 1 (50%) TEST C - Measuring Hearing Skill 18(100%) 17 (94,44%) 1 (5,55%) 15 (88,23%) 1 (100%) TEST D - Measuring Reading Ability 17(100%) 15 (88,23%) 2 (11,76%) 15 (100%) 2 (100%) TEST E - Measuring Writing Ability 28 (100%) 25 (89,28%) 3 (10,71%) 12 (48%) 1 (33,33%) TEST F - Measuring Speech Ability 5 (100%) 3 (60%) 2 (40%) 2 (66,66%) 2 (100%)
TOTAL: 76,58% 80,55%
The table above shows the 6 types of Tests that were taken in the Intermediate Level of the University Mayor de San Andrés, of the Fifth, Sixth and Seventh semesters of the Linguistics and Languages Department. For each Test 30 copies were made for each course in which the test was taken. As a consequence, the sample size was of 30 people per course and per Test, except in Test F, in which the sample size is 5 people, for the duration thereof.
Data Description: In Test A, out of the 29 participant, 27 were right-handed and 2 left- handed, out of which, in the same Test A, 100% of left-handed participants obtained correct answers compared to 85.18% of the right-handed participants of the same level that got correct answers. In Test B, out of the 30 participants, 28 were right-handed and 2 left-handed, of whom the percentage of correct answers achieved by left-handed students was lower with 50% compared to right-handed individuals who obtained 71.42% correct answers. However, in Test C, of the 18 participants, 17 were right-handed and 1 left-handed, out of whom the left-handed participants obtained 100% correct answers compared to right-handed participants who obtained a total of 88.23% correct
109 answers. In Test D, out of the 17 participants, 15 were right-handed and 2 left-handed, out of whom 100% of left-handed students got correct answers as did 100% of right-handed students. In Test E, in which 28 students participated in total, out of which 25 were right-handed and 3 left-handers, 33.33% of left-handed students obtained correct answers compared to the 48% of right-handed students. Finally, in Test F, 5 students participated, 3 of them were right-handers and 2 left-handers, where the left-handed participants obtained 100% correct answers, unlike the right-handed participants who obtained only 66.66%. In light of this, it can be observed that in more than half of the Tests (4 out of 6 Tests) the correct answers achieved by left-handed students were a higher percentage compared to the correct answers of the right-handers in the four Tests taken as explained below. Left-handed participants got 100% correct answers in Tests A, of cognitive processing and word retention in Second Language L2 learning, in Hearing Ability Test C, Reading Ability Test D, and The Speech Ability Test F, all of the Second L2 Language (English). Overall, left-handed participants got 100% correct answers, except in Test B, in which left-handed students got 50% correct answers as well as in Test E in which they obtained 33.33% of correct answers.
Analysis and Interpretation.- The table shows that the students of the intermediate level of the Universidad Mayor de San Andrés obtained the highest score of 100% in 4 out of 6 tests taken. Except in Test B of the Information Process and in Test E of the Measurement of Writing. This could be because, as was pointed out in the Theoretical Framework, at the level of writing and reading, left-handed individuals are so similar to those people who write with the right hand, that they have no advantage or disadvantage in this ability, according to Roger Wolcot Sperry: 1961. Therefore, the instruction was given to write the paragraph according to the intermediate level that the students have and it can be concluded that there is a certain level of weakness in the written expression in both the left and right handed students of the Universidad Mayor de San Andrés, in this skill.
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Table Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRÉS LEVEL ADVANCERS – ADVANCED Students in the final semesters of the Linguistics and Languages Department (8th, 9th and 10th Semester)
CORRECT CORRECT ANSWERS ANSWERS TOTAL RIGHT LEFT RIGHT LEFT TESTS PARTICIPANTS HANDED HANDED HANDED HANDED
TEST A - Measurement of Ambiguities 13 (100%) 12 (92,30%) 1 (7,69%) 9 (75%) 1 (100%) TEST B - Measuring the Information Process 12 (100%) 11 (91,66%) 1 (8,33%) 3 (27,27%) 1 (100%) TEST C - Measuring Hearing Skill 20 (100%) 20 (100%) 0 (0%) 12 (60%) 0 (0%) TEST D - Measuring Reading Ability 16 (100%) 13 (81,25%) 3 (18,75%) 10 (76,92%) 3 (100%) TEST E - Measuring Writing Ability 6 (100%) 5 (83,33%) 1 (16,66%) 2 (40%) 1 (100%)
TEST F - Measuring Speech Ability 6 (100%) 2 (33,33%) 4 (66,66%) 2 (100%) 4 (100%)
63.19% 100%
The table above shows the 6 types of Tests taken in the Advanced Level of the Universidad Mayor de San Andrés. In this regard, the Eighth, Ninth and Tenth Semesters of the Linguistics and Languages Department should be pointed out so that for each Test 30 copies for each course in which the test was taken were made. Therefore, the sample size was 30 people per course and per Test, except in Test F in which the sample size was of 6 people, for the duration thereof.
Data Description: In Test A, out of the 13 participants 12 were right-handed and 1 left- handed, out of which in the same Test A, 100% of the left-handed participants obtained correct answers compared to 75% of the right-handed participants of the same level. In Test B, out of the 12 participants, 11 were right-handed and 1 left-handed, out of which the percentage of correct answers achieved by left-handers was greater with 100% as opposed to right-handers who got
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27.27%. However, in Test C, out of the 20 participants, 20 were right-handed and 0 left-handed, where left-handed participants obtained 0% correct answers compared to right-handed participants who obtained a total of 60% correct answers. In Test D, out of the 16 participants 13 were right- handed and 3 left-handed, out of whom 100% of left-handed students obtained correct answers, unlike the result of 76.92% of right-handed students. Likewise, in Test E, in which 6 students participated in total, out of whom 5 were right-handed and 1 left-handed, and of them 100% of left- handed students obtained correct answers, in contrast to the 40% achieved by right-handed students. Finally, in Test F participated 6 students, out of whom 2 were right-handed and 2 left-handed, in this Test left-handed participants obtained 100% correct answers as well as the right-handed participants who obtained 100% correct answers as well. In light of this, the conclusion is that in the majority of the Tests (5 Tests out of a total of 6 Tests) the correct answers of the left-handed participants reached a greater percentage compare to the correct answers achieved by the right- handed ones. Left-handed participants achieved100% correct answers in Tests A of cognitive processing and word retention in Second Language Learning L2, in Test B, of the Information Process in L2 (English), in Test C, of the Speech Ability, Reading Ability Test D, and Speech Ability Test F. All the Tests were of the Second L2 Language (English). Overall, left-handed participants got 100% correct answers, with the exception of Test C, in which left-handed students scored 0% correct answers because there was no left-handed sample in it.
Analysis and Interpretation. - The table shows that left-handed students at the advanced level of the Universidad Mayor de San Andrés obtained the highest score of 100% in 5 out of 6 Tests taken, except in the Measurement Test C of the Hearing Ability, because there was no sample of left-handed students for this Test. However, it was confirmed once again that left-handed people have innate abilities that help them to develop better and have a more developed capacity in L2 Second Language acquisition, which allow them to obtain higher scores almost in all the abilities. Consequently, the results validate the position that the right hemisphere, which dominates in left-handers, processes information in a global way, starting with the full picture to then understanding the different parts that make up the whole. It is intuitive and thinks of terms of images and feelings. This hemisphere employs a different style of thought, creating a variety and quantity of new ideas, beyond conventional patterns. The school takes into account the skills of this hemisphere for the courses of art, music, languages and physical education. For this reason it is said
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that the right hemisphere is more creative, intuitive, imaginative, highly visual, so these people are excellent for developing in art, in mathematics, while the left hemisphere specializes in analytical thinking, logical, sequential and is used for verbal tasks, so that these people excel in the exact sciences and technology, according to authors Peker and Pogun (2006).
Table Nº 7
CENTRO BOLIVIANO AMERICANO – CBA BEGINNERS LEVEL - INITIAL – BEGINNERS BASIC (Percentage values)
MEDIUM HIGH HIGH LOW SCORE LOW SCORE MEDIUM SCORE SCORE SCORE RIGHT LEFT SCORE LEFT RIGHT LEFT HANDED HANDED RIGHT HANDED HANDED HANDED RIGHT LEFT (1 - 33 (1 - 33 HANDED (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED Points) Points) (34 - 66 Points) Points) Points) Points) TEST A - Measurement of Ambiguities 10 (33,33%) 10 (100%) 0 (0%) 0 (0%) 0 (0%) 7 (70%) 0 (0%) 3 (30%) 0 (0%) TEST B - Measuring the Information Process 11 (36,66%) 11 (100%) 0 (0%) 1 (9,09%) 0 (0%) 10 (90,90%) 0 (0%) 0 (0%) 0 (0%) TEST C - Measuring Hearing Skill 10 (33,33%) 10 (100%) 0 (0%) 1 (10%) 0 (0%) 8 (80%) 0 (0%) 1 (10%) 0 (0%) TEST D - Measuring Reading Ability 11 (36,66%) 11 (100%) 0 (0%) 1 (9,09%) 0 (0%) 2 (18,18%) 0 (0%) 8 (72,72%) 0 (0%) TEST E - Measuring Writing Ability 11 (36,66%) 11 (100%) 0 (0%) 1 (9,09%) 0 (0%) 1 (9,09%) 0 (0%) 9 (81,81%) 0 (0%) TEST F - Measuring Speech Ability 2 (100%) 1 (50%) 1 (50%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 (100%) 1 (100%)
The table above shows the 6 types of Tests that were taken in the Basic Level of the Centro Boliviano Americano, so that for each Test 30 copies were produced for each course in which the test was taken. However, taking into account that some courses vary in number, samples were taken ranging from 10 to 25 participants in each of the tests, except for TEST F in which only 2 students participated in this level for the duration thereof.
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Data Description: These data resulted in clearer results. However this table does not show clearly a comparison, in the low scores, between right-handed and left-handed students, because there were no left-handed samples. The same problem arose in the middle and high scores, since there were no left-handed samples. Except in the Speech Ability Measurement Test F in which out of the 2 participants in the sample collection, one was left-handed and the other right-handed. Both, the left-handed as well as the right-handed participants obtained the highest score of 100%.
Analysis and Interpretation: As can be seen in the above table, the scores were divided into Low Scores, Medium Scores and High Scores, with a clearer comparison between left and right- handed students. The scores were gathered according to the values assigned in each skill, based on the Likert Scale, which indicates that "the value assigned to each position is arbitrary and will be determined by the researcher / designer of the survey" (Likert: 1932). So the low scores were assigned from 1 to 33 Points, Average Score from 34 to 66 Points and High Scores from 67 to 100 Points. It can be pointed out that no left-handed sample was found in this table, so an accurate comparison between right-handed and left-handed individuals cannot be made in the first five evaluations. However, two samples were obtained per level for the Speech Ability Measurement Test, a left-handed and a right-handed respectively, who obtained the same score of 100% in the high score scale. In light of this, the linguistic competence in this area, both of right-handed and left-handed students is demonstrated. The test to be taken by students, both right-handed and left- handed, was the Test F, of Measuring Speech Ability, in which students were to construct and express five sentences using the verb to be, according to key words and through images, which were transcribed for study. Thus, more standardized tests were taken that constitute a process of making systematically appropriate inferences based on the systematization and statistics on the state of development of a person or group of people with respect to important linguistic variables, such as oral communication skills.
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Table Nº 8
CENTRO BOLIVIANO AMERICANO – CBA INTERMEDIATE LEVEL – INTERMEDIATE (Percentage Values)
MEDIUM MEDIUM HIGH HIGH SCORE SCORE SCORE SCORE LOW SCORE LOW SCORE RIGHT LEFT RIGHT LEFT RIGHT LEFT HANDED HANDED HANDED HANDED RIGHT LEFT HANDED HANDED (34 - 66 (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED (1 - 33 Points) (1 - 33 Points) Points) Points) Points) Points)
TEST A - Medición 8 de Ambigüedades 15 (50%) 12 (80%) 3 (20%) 0 (0%) 0 (0%) (66,66%) 1 (33,33%) 4 (33,33%) 2 (66,66%)
TEST B - Medición del Proceso de 10 Información 15 (50%) 12 (80%) 3 (20%) 2 (16,66%) 0 (0%) (83,33%) 3 (100%) 0 (0%) 0 (0%)
TEST C - Medición de la Habilidad de Audición 15 (50%) 12 (80%) 3 (20%) 1 (8,33%) 0 (0%) 3 (25%) 3 (100%) 8 (66,66%) 0 (0%)
TEST D - Medición de la Habilidad de Lectura 15 (50%) 12 (80%) 3 (20%) 0 (0%) 0 (0%) 1 (8,33%) 0 (0%) 11 (91,66%) 3 (100%)
TEST E - Medición de la Habilidad de 13 2 10 Escritura 15 (50%) (86,66%) (13,3%) 0 (0%) 0 (0%) (76,92%) 0 (0%) 3 (23,07%) 2 (100%)
TEST F - Medición de la Habilidad del Habla 4 (100%) 2 (50%) 2 (50%) 1 (50%) 0 (0%) 1 (50%) 0 (0%) 0 (0%) 2 (100%)
The table above shows the 6 types of Tests that were taken in the Basic Level of the Centro Boliviano Americano, so that for each Test 30 copies were produced for each course in which the test was taken. However, taking into account that some courses vary in number, samples were taken ranging from 10 to 25 participants in each of the tests, except for TEST F in which only 2 students participated in this level for the duration thereof. In that context and in order to obtain a better and clearer result of the collected samples, the scores of each Test and Level were divided in 3 parts according to the grading scale and averaged into a low score corresponding to grades 1 to 33 points obtained, middle scores from 34 to 66 points obtained. And finally high mark scores between 67 to 100 points obtained, indicating as a maximum score 100% of the score obtained.
Data Description: These data resulted in clearer results in all six tests according to the categorization of scores. In the Low Scores the right-handers achieved the highest percentage compared with the left-handers. In the middle Tests (Three of Six), specifically in the B-tests of
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Measurement of Information Process, Test C of Measurement of Hearing Ability and Test F of Measuring Speech Ability. In the Middle Scores the average scores achieved by the right-handed participants was the highest percentage (in Three out of Six), except in Tests B of the Information Process and in Test C of the Hearing Ability in which the lefties obtained the Higher score of 100% compared to right-handers who only reached 83.33% and 25% respectively. While on the high scoring scale the left-handers reached the highest score, obtaining 100% in one half of the Tests (three of six), specifically in Tests D of Reading Ability, Test E of Writing Ability, and Test F of Speech Ability. Likewise, they also obtained a higher score compared to right-handed participants in Test A Ambiguity Measurement, in which they obtained a 66.66% compared to the right-handed ones who obtained a 33.33%.
Analysis and Interpretation: The table above shows that the left-handers achieved higher scores in 4 Tests out of 6 obtained, in the four skills of Ambiguity Measurement Tests A, Measurement Test B of the Information Process, Measurement Test D of Reading Ability, Test E of Measuring the Ability of Writing and Test F of Measuring Speech Ability. However, they obtained a lower score in Test B, of the Information Process and in Test C, of the Hearing Ability. In Test B, of Measuring the Information Process, students were asked to recognize and describe the figures presented to them in the two boxes, as a test to measure the information process in L2, as its name indicates, as well as to describe in long phrases what the figures in L2 meant to them. In this Test left-handed students achieved the highest score compared to right-handers in the middle scores scale, with scores of 34 to 66 points, but not on the high score scale. This shows that the level of vocabulary and information processing in L2 for Intermediate level students in the Centro Boliviano Americano is not as high as in the other skills. It can also be pointed out that, like any linguistic process, one of the most important components is the semantic processing or access to the meaning of the words. This is why in Test B the student was asked to develop a response in L2 of what the image means, in his brain. Explaining with words can measure the development of understanding and communication of meanings. Semantic processing is certainly another very important skill in the development of the learning process of Second Language and therefore to differentiate, retain words and develop them in a sentence or sentence is of great importance in the process of learning the Second Language L2. On the other hand it should be emphasized that left-handed students at the intermediate level of the Centro Boliviano Americano obtained the highest percentage of 100% in
116 the mean scores scale in the Hearing Ability Measurement Test. However they did not reach this grade in the scale of high scores, demonstrating that they reach an average level of 34-66 points in this ability, in which students were instructed to solve three exercises. In the first instance they had to recognize phonemes in quick speech, listening to a series of sentences containing unstressed function words. In the second instance, students were to recognize words that were linked in the flow of fast speech, listening to a series of short phrases with vowel, consonant, word-bound. Finally they had to recognize the relevant details in the flow of speech, listening to a brief telephone conversation. Thus, as in all processes, great importance was placed on the evaluation process in all skills, given that the process was made up of a series of stages or levels in which certain general and specific objectives are supposed to be achieved. In this regard, it was important to understand the level and the degree of learning as well as the linguistic and communicative competence in the different abilities and linguistic aspects. One of them and one of the utmost importance, was the listening comprehension or hearing ability. These facts pointed out, once again, that left-handed individuals were faster than the right- handed ones when processing multiple stimuli, that is to say, they use the two hemispheres more easily, and that they could assimilate a greater volume of quick stimuli.
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Table Nº 9
CENTRO BOLIVIANO AMERICANO – CBA LEVEL ADVANCERS – ADVANCED (Percentage Values)
MEDIUM MEDIUM HIGH HIGH SCORE SCORE SCORE SCORE LOW SCORE LOW SCORE RIGHT LEFT ROGHT LEFT RIGHT LEFT HANDED HANDED HANDED HANDED RIGHT LEFT HANDED HANDED (34 - 66 (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED (1 - 33 Points) (1 - 33 Points) Points) Points) Points) Points)
TEST A - Medición 21 3 13 de Ambigüedades 24 (80%) (87,5%) (12,5%) 0 (0%) 0 (0%) 8 (38,09%) 1 (33,33%) (61,90%) 2 (66,66%) TEST B - Medición del Proceso de 22 2 Información 24 (80%) (91,66%) (8,33%) 5 (22,72%) 0 (0%) 14 (63,63%) 1 (50%) 3 (13,63%) 1 (50%) TEST C - Medición de la Habilidad de 19 2 11 Audición 21 (70%) (90,47%) (9,52%) 2 (10,52%) 0 (0%) 6 (31,57%) 0 (0%) (57,89%) 2 (100%) TEST D - Medición de la Habilidad de 20 2 Lectura 22 (73,33%) (90,90%) (9,09%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 20 (100%) 2 (100%) TEST E - Medición de la Habilidad de 16 Escritura 20 (66,66%) (53,33%) 4 (20%) 12 (75%) 1 (6,25%) 4 (25%) 2 (50%) 0 (0%) 1 (25%) TEST F - Medición de la Habilidad del Habla 4 (100%) 2 (50%) 2 (50%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 2 (100%) 2 (100%)
The table above, shows the 6 types of Tests that were taken in the Basic Level of the Centro Boliviano Americano, so that for each Test 30 copies were produced for each course in which the test was taken. However, taking into account that some courses vary in number, samples were taken ranging from 10 to 25 participants in each of the tests, except for TEST F in which only 2 students participated in this level for the duration thereof. In that context and in order to obtain a better and clearer result of the collected samples, the scores of each Test and Level were divided in 3 parts according to the grading scale and were averaged into low score, corresponding to the grades 1 to 33 points obtained, middle score from 34 to 66 points obtained, and finally high scores from 67 to 100 points obtained, indicating as a maximum score 100% of the score obtained.
Data Description: These data resulted in clearer results in all six tests according to the categorization of scores. In the Low Scores right-handers achieved a higher score compared to left-
118 handers in one half of the Tests (Three of Six), specifically in Measurement B-Tests of Information Process, Hearing-Skills Measurement Test C, and Test E of Writing Ability. As for the middle scores, the right-handers obtained the highest percentage in more than half of the Tests (Four out of Six), except in Tests D of Reading Ability and Tests E of Writing ability, in which both obtained 0%, respectively. While on the high scoring scale, the left-handers achieved the highest score, obtaining 100% in one half of the Tests (three of six), specifically in Tests C of Hearing Ability Measurement, Test D of the Reading Ability, and Speech Ability Test F. They also obtained a higher score compared to right-handers in the remaining three Tests, in Test A of Ambiguity Measurement with 66.66% compared to right-handers who obtained 61.90%. Likewise, in Tests B the left-handed participants achieved 50%, compared to the right-handers who reached 13.63% and in Test E in which left-handed students obtained 25% compared to the right-handed students who obtained 0%. As shown in the table above, 30 tests were performed, out of which 24 were taken in those cases in which the number of participants was greater in a course of the Centro Boliviano Americano. As a result of this, the percentages varied in relation to the assigned scores. The assigned scores were graded from low to high, assigned according to the knowledge of the new language itself, as suggested by the author Rensis Likert (1932), who invented the so-called method of summary evaluations. Based on this theory, scales of values were assigned to the Scores according to the knowledge of L2 Language, as follows: Low Score from 1 to 33 Points, Average Score from 34 to 66 Points, and High Score from 67 to 100 Points This is why the table shows that the scores are divided into these scales from Low to High with a clearer comparison between left-handed students and right-handed students.
Analysis and Interpretation: Left-handed students obtained the highest scores in all the tests, that is to say, in each of the skills. However, they obtained the lowest scores in Test B, of the Measurement of the Process of Information and in Test E, of the Measurement of Ability of Writing. But is should be pointed out that even with those low scores they still scored higher than the right- handed students. Thus, it can be observed that left-handed students at the advanced level of the Centro Boliviano Americano scored higher on all the areas of the acquisition process of the Second Language L2. That is to say in the skills of Hearing, Reading, Writing and Speaking, and in the Tests of the Cognitive Process A, of Ambiguities and Test B, of the Information Process.
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All this leads to the understanding that lefties are better in their thinking and decision making process, which coincides with researchers at the University of Abertay, who state that people who use the left hand take more time to do unknown tasks and think more consequences. This is because most things in the world are designed for right-handed people and this forces lefties to think more.
Table Nº 10
UNIVERSIDAD MAYOR DE SAN ANDRÉS BEGINNERS LEVEL - INITIAL - BEGINNERS BASIC (Percentage Values)
LOW LOW MEDIUM MEDIUM HIGH HIGH SCORE SCORE SCORE SCORE SCORE SCORE RIGHT LEFT RIGHT LEFT RIGHT LEFT HANDED HANDED HANDED HANDED HANDED HANDED RIGHT LEFT (1 - 33 (1 - 33 (34 - 66 (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED Points) Points) Points) Points) Points) Points) TEST A - Measurement of 4 Ambiguities 30 (100%) 26 (86,66%) (13,33%) 0 (0%) 0 (0%) 18 (69,23%) 3 (75%) 8 (30,76%) 1 (25%) TEST B - Measuring the Information 3 Process 29 (96,66%) 26(89,65%) (10,34%) 5 (19,23%) 2 (66,66%) 21 (80,76%) 0 (0%) 0 (0%) 1 (33,33%) TEST C - Measuring Hearing Skill 24 (80%) 21 (87,50%) 3 (12,5%) 1 (4,76%) 0 (0%) 10 (47,61%) 0 (0%) 10 (47,61%) 3 (100%)
TEST D - Measuring 4 Reading Ability 27 (90%) 23 (85,18%) (14,81%) 0 (0%) 0 (0%) 8 (34,78%) 0 (0%) 15 (65,21%) 4 (100%)
TEST E - Measuring 2 Writing Ability 17 (56,66%) 15 (88,23%) (11,76%) 2 (13,33%) 0 (0%) 3 (20%) 0 (0%) 10 (66,66%) 2 (100%)
TEST F - Measuring Speech Ability 6 (100%) 3 (50%) 3 (50%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 3 (100%) 3 (100%)
Data Description: These data resulted in clearer results in all six tests according to the categorization of scores. In the Low Scores right-handers achieved the highest percentage compared to left-handers in one half of the Tests (Three of Six), specifically in Measurement B-Tests of Information Process, Hearing-Skills Measurement Test C, and Test F of Measuring Speech Ability. As to the medium scores, the right-handers obtained the highest Percentage in almost all the Tests (Five of Six), except in Test F, of the Measurement of Speech Ability, in which both right-handed and left-handed got a score of 0 %. While on the high scoring scale the left-handers achieved the highest score, obtaining 100% in more than one half of the Tests (four of six), specifically in Tests
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C of Hearing Ability Measurement, Tests D of Reading Skills, Writing Skills Test E, and Speech Skills Test F. They also obtained a higher score compared to the right-handers in Test B, of the Measurement of Information Process, in which they obtained 33% in comparison to the right-handed ones who obtained 0%.
Analysis and Interpretation: The table above shows that in the high scoring scale left- handed students reached the maximum score of 100% in more than one half of the Tests (four of six), specifically in Tests C, of the measurement of Hearing Skills, Reading Ability Tests D, Writing Ability Test E, and Speech Ability Test F. They also obtained a higher score compared to the right- handers in Test B, of the Measurement of Information Process, in which they obtained 33% in comparison to the right-handed participants who obtained 0%. In light of this, it is possible to deduce that left-handed individuals possess more skill and ability in Hearing ability, as Sperry's theory and studies point out, since R. Wolcott Sperry (1961) concluded that most people have a "dominant" hemisphere and that each of us needs a "balance" between the left brain and the right brain to function healthily. Thus, the left hemisphere is involved in reasoning, while the right hemisphere, which dominates in left-handed individuals, is more involved in non-verbal processes, art, music, and creative behavior. As is the case with people who possess musical skills and have good hearing, left-handed people have the same ability to hear words, phrases, sentences, and their intonation, and that is why they have a greater hearing ability and all this implies, given that in the exercises presented above we included specific Tests for this Initial and Beginning level. In said Tests students had two exercises. In the first instance they heard a sequence of sentence models, with ascending or descending intonation and they had to place a mark in column 1 (ascending) or column 2 (descending), depending on the way they were heard. The purpose of the exercise was to discern between intonation contours in the sentence. In the second instance the students listened to a series of phrases to distinguish between phonemes, listening to pairs of words, some pairs differed in their final consonant and some pairs were the same, having to circle the word "equal" or "different" according to what was heard. Thus, once again, the hypothesis could be confirmed in that left-handed individuals possess greater and special abilities in these skills compared to right- handers because they have different brain power. With respect to the Reading Ability Test in which the left-handed participants of the basic level of the Universidad Mayor de San Andrés also obtained the highest percentage in the Scale of High Scores in comparison of the right-handed ones, this
121 might be because they have a better Ability in understanding meanings. In this regard, one study, with children lacking one of the hemispheres, revealed that those with only the right hemisphere (the dominant hemisphere in the left-handed) understood most of the sentences, that is, they had a greater reading comprehension. In the interpretation process, it is also taken into account that "communicative competence is the ability of the speaker to produce and understand coherent texts in certain contexts" (Van Dijk, 1984: 276). This leads us to understand that this communicative competence, of reading, is the number one objective in teaching English in the university’s academic context, so that the understanding and production of specific texts becomes the central axis of the acquisition process of the Second Language.
The data obtained showed that left-handers of the basic level of the Universidad Mayor de San Andrés obtained a percentage of 100% in the scale of High Scores in Test E, of writing ability; this can be due to the fact that left-handers possess a greater ability in the expression of written texts in L2.
It is worth bearing in mind the theory of (Kolb Wishaw: 2002), who tells us that "the right hemisphere also has a function in language. In particular it is important in communicative and emotional prosody (force, time and intonation)". In addition, the right hemisphere has a role in the pragmatics of language, which indicates that left-handers have a greater ability to express ideas in a clear and simple way in a written text. Finally, and similarly, they obtained the highest score in Test F, of the Measurement of Speech Ability. The students who participated were 6, three left- handed and three right-handed respectively, who obtained the same score of 100 % on the high score scale. This way they demonstrated their linguistic competence in this area, both right-handed and left-handed students. The test to be taken by students, both right-handed and left-handed, was Test F, of Measuring Speech Ability, in which students were to construct and express five sentences using the verb to be, according to key words and through images the same ones that were transcribed for studying. Thus, more standardized tests were taken that constitute a process of making systematically appropriate inferences based on the systematization and statistics on the state of development of a person or group of people with respect to important linguistic variables, such as oral communication skills.
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Table Nº 11
UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA INTERMEDIATE LEVEL – INTERMEDIATE (Percentage Values) LOW LOW MEDIUM MEDIUM HIGH HIGH SCORE SCORE SCORE SCORE SCORE SCORE RIGHT LEFT RIGHT LEFT RIGHT LEFT HANDED HANDED HANDED HANDED HANDED HANDED RIGHT LEFT (1 - 33 (1 - 33 (34 - 66 (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED Points) Points) Points) Points) Points) Points) TEST A - Measurement of 11 Ambiguities 29 (96,66%) 27 (93,10%) 2 (6,89%) 2 (7,40%) 0 (0%) 14 (51,85%) 0 (0%) (40,74%) 2 (100%) TEST B - Measuring the Information Process 30 (100%) 28 (93,33%) 2 (6,66%) 1 (3,57%) 0 (0%) 23 (82,14%) 2 (100%) 4 (14,28%) 0 (0%)
TEST C - Measuring 11 Hearing Skill 18 (60%) 17 (94,44%) 1 (5,55%) 0 (0%) 0 (0%) 6 (35,29%) 1 (100%) (64,70%) 0 (0%) TEST D - Measuring Reading 14 Ability 17 (56,66%) 15 (88,23%) 2 (11,76%) 0 (0%) 0 (0%) 1 (6,66%) 1 (50%) (93,33%) 1 (50%)
TEST E - Measuring Writing Ability 28 (93,33%) 25 (89,28%) 3 (10,71%) 8 (32%) 1 (33,33%) 16 (64%) 1 (33,33%) 1 (4%) 1 (33,33%)
TEST F - Measuring Speech Ability 5 (6,66%) 3 (60%) 2 (40%) 1 (33,33%) 0 (0%) 0 (0%) 0 (0%) 2 (66,66%) 2 (100%)
The table above, points out the 6 types of Tests that were taken in the Intermediate Level of the Universidad Mayor de San Andrés, so that for each Test 30 copies were produced for each course in which the test was taken. The samples ranged from 10 to 30 participants in each of the tests, except in TEST F, in which only 5 students participated in this level for the duration thereof. In that context and in order to obtain a better and clearer result of the collected samples, the scores of each Test and Level were divided in 3 parts, according to the scale of qualifications and were averaged into low score corresponding to notes from 1 to the 33 points obtained, medium scores from 34 to 66 points obtained, and finally high marks corresponding to scores of 67 to 100 points obtained, indicating as a maximum score 100% of the score obtained. Data Description: These data revealed clearer results in all six tests according to the categorization of scores. In the Low Scores the data showed that the right-handers achieved the highest percentage compared to left-handers in more than one half of the Tests (Four of Six), specifically in Ambiguity Measurement Tests A, Measurement Tests of the Information Process,
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Tests E, of the Ability of Writing and Test F, of the Measurement of Speech Ability. As for the medium scores, the left-handers obtained the highest percentage in one half of the Tests (Three of Six), specifically in Tests B, of the Information Process with 100%, in Test C, of Measurement of Hearing Ability with 100% and in Test D with 50% in the Test of Reading Ability. However, the right-handers achieved the highest score in two of six tests, obtaining 51.85% in Test A, of Measurement of Ambiguities and Tests E, of Measurement of Writing Ability, while in Test F, of Measuring Speech Ability, both right-handed and left-handed participants scored 0%. To conclude, in the high scoring scale, the left-handers reached one half of the high score, obtaining 100% in two of the Tests (two of six), specifically in Test A, of Ambiguity Measurement and in Skill Test F, of Speaking, and also a higher score with 33.33% in Test E, of Writing Ability. Finally, right-handed students achieved the highest score in the remaining half of the Tests, specifically in Test B, of the Information Process, Test C, of Hearing Ability and Tests D, of Reading Ability, with scores lower than 100%.
Analysis and Interpretation: The table above shows that left-handed students obtained a higher score compared to the right-handed ones, with a percentage of 100% in Test A, of Measurement of Ambiguities and in Test F, of Measurement of Speech Ability. It also shows that they did not obtain the highest percentage in the other tests of the scale of High Scores. However they did obtain the highest percentage in the scale of the medium scores in the other tests, except in those of writing ability. Based on these data, it was possible to deduce that left-handed students at the intermediate level of the Universidad Mayor de San Andrés have a greater ability in different areas of the acquisition process of the Second L2 Language, in a medium level, since they do not reach a high level. But the abilities in which they achieved a high percentage could be emphasized, in the scale of values of High Scores, for example in the Measurement of Ambiguities and Measurement of the Ability of Speech, since it was scientifically verified that left-handed individuals were more loquacious, and are better at televised debates, according to researchers at the Max Plank Institute of Psycholinguistics in Nymegen, The Netherlands, who say lefties have a greater ability to express themselves in public.
Simultaneously, in Test A, of Measurement of Ambiguities, which was one of the tests taken during this research whereby it is proposed to study the abilities of left handed as well as right-
124 handed students, and to make a comparison between them, in the differences that exist in the Acquisition of the second language, an Ambiguity Measurement Test was taken, in which the students were supposed to recognize and describe the figures presented to them in Table 1 and Table 2, and to indicate with a word what the figures meant to them. This in order to verify their cognitive ability as well as their memory and in order to be able to measure their creativity. As a result of this test it can be pointed out that left-handed students, at the advanced level of the Universidad Mayor de San Andrés, obtained a higher score compared to the right-handers, since left-handers having the right hemisphere as the predominant one have more creativity, greater cognition and memory. Based on this, the theory of R. Wolcott Sperry (2002) can be confirmed once again. This theory indicates that each hemisphere specializes in certain functions, so that the left hemisphere deals primarily with logical or mathematical functions, language and writing, while the right hemisphere prefers emotional and creative functions. In addition to that, left-handed individuals possess a thicker and sharper "corpus callosum" which is a place where both hemispheres communicate, which would facilitate a greater speed and precision of the cerebral connection, according to R. Wolcott Sperry (2002). Consequently, left-handed individuals are often more sensitive and imaginative, which points to the assumption that they are more creative and receptive. Therefore, it can be concluded that Test A, of Ambiguity Measurement, which required them to perform a description of a figure in a word and in L2, was something simple, according to the high level of creativity, speed and precision of their cerebral connection. Likewise, students in the intermediate level of the Universidad Mayor de San Andrés obtained the highest score in Test F, of the Measurement of Speech Ability. The students who participated were 5, three right-handers and two left- Left-handers, who scored 100% on the high scoring scale, compared to the right-handed ones who scored 66% on the high scoring scale. In this test the left-handed participants were able to demonstrate their linguistic competence in this area. The test to be taken by students, both right-handed and left-handed, was the Speech Ability Measurement Test F, in which students were to construct paragraphs using gerunds after prepositions, adjective + preposition and verbs + prepositions, through images, expressed orally in a minimum of five minutes. The fragmented transcription was then carried out for its study. In turn, they were transcribed for their study. Thus, more standardized tests were taken that constitute a process of making systematically appropriate inferences based on the systematization and statistics
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on the state of development of a person or group of people with respect to important linguistic variables, such as oral communication skills.
Table Nº 12
UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA LEVEL ADVANCERS – ADVANCED (Percentage Values)
LOW LOW MEDIUM MEDIUM HIGH HIGH SCORE SCORE SCORE SCORE SCORE SCORE RIGHT LEFT RIGHT LEFT RIGHT LEFT HANDED HANDED HANDED HANDED HANDED HANDED RIGHT LEFT (1 - 33 (1 - 33 (34 - 66 (34 - 66 (67 - 100 (67 - 100 TESTS PARTICIPANTS HANDED HANDED Points) Points) Points) Points) Points) Points) TEST A - Measurement of Ambiguities 13 (43,33%) 12 (92,30%) 1 (7,69%) 0 (0%) 0 (0%) 9 (75%) 0 (0%) 3 (25%) 1 (100%) TEST B - Measuring the 10 Information Process 12 (40%) 11 (91,66%) 1 (8,33%) 1 (9,09%) 0 (0%) (90,90%) 1 (100%) 0 (0%) 0 (0%) TEST C - Measuring Hearing Skill 20 (66,66%) 20 (100%) 0 (0%) 2 (10%) 0 (0%) 14 (70%) 0 (0%) 4 (20%) 0 (0%) TEST D - Measuring Reading 3 Ability 16 (53,33) 13 (81,25%) (18,75%) 1 (7,69%) 0 (0%) 3 (23,07%) 1 (33,33%) 9 (69,23%) 2 (66,66%) TEST E - Measuring Writing 1 Ability 6 (20%) 5 (83,33%) (16,66%) 2 (40%) 0 (0%) 1 (20%) 0 (0%) 2 (40%) 1 (100%)
TEST F - Measuring 4 Speech Ability 6 (100%) 2 (33,33%) (66,66%) 0 (0%) 0 (0%) 0 (0%) 2 (50%) 2 (100%) 2 (50%)
The table above, points out the 6 types of Tests that were taken in the Advanced Level of the Universidad Mayor de San Andrés, so that for each test 30 copies were produced for each course in which the test was taken. The samples obtained range from 10 to 30 participants in each of the tests, except for Test F in which only 6 students participated in this level for the duration thereof. In that context and in order to obtain a better and clearer result of the collected samples, the scores of each Test and Level were divided in 3 parts, according to the scale of qualifications and were averaged into low score corresponding to 1 to 33 points obtained, medium scores from 34 to 66 points obtained, and finally high marks scores from 67 to 100 points obtained, indicating as a maximum score 100% of the score obtained.
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Data Description: These data revealed clearer results in all six tests according to the categorization of scores. In the Low Scores, the right-handers achieved a higher result compared to the left-handers in more than one half of the Tests (Four of Six), specifically in Test B, of Measurement of Information Process, Test C, of Measurement of Hearing Ability, Test D, of Reading ability and in Writing E Test E, except in Test A, of Measurement of Ambiguities and in Test F, of Speech Ability, in which both right-handed and left-handed individuals obtained 0%. As for the medium scores, left-handed students obtained the highest percentage in one half of the Tests (Three of Six), specifically in Tests B, of the Information Process with 100%, Test D, of Reading Ability with 33% and in Test E, of Writing Skill with 50%. However, the right-handers achieved the highest score in three of six tests as well, reaching 75% in the Ambiguity Measurement Test A, Test C, of Measurement of Hearing Ability with 70% and in Test E, of the Measurement of Writing Ability with a percentage which was 20%, higher compared to the left handers. While on the high scoring scale, the left-handers reached half the high score and the right-hand ones the other half. That is, the left-handers obtained the highest score with 100% in Tests A, of Ambiguity Measurement and in Test E, of Measurement of Writing Ability. However, the left-handed students obtained higher percentages in three other Tests unlike the right-handed ones, that is to say, in Test C, of the Hearing Ability, the Tests D, of the Ability of Reading and Test E, of the Ability of Writing and both right-handed and left-handed participants scored 0% in Test B, of the Information Process.
Analysis and Interpretation: According to the table above left-handed advanced students of the Linguistics and Language Department obtained the highest percentage of marks in Test A, of Measurement of Ambiguities and in Test E, of Measurement of Ability to write. Thus, in Test A, of Measurement of Ambiguities, which is one of the tests taken in the course of the research, the purpose of which is to study the abilities of the students, both right and left-handed and to make a comparison between them, in the differences that exist in the Acquisition of the Second Language, an Ambiguity Measurement Test was taken, in which students were to recognize and describe the figures presented in Table 1 and Table 2, and to indicate with a word what the figures meant to them, all this to verify their cognitive and memory ability and to be able to measure their creativity. As a result of this test it can be pointed out that left-handed students at the advanced level of the Universidad Mayor de San Andrés obtained a higher score compared to the right-handers since left- handers have their right hemisphere as the dominant one and therefore, have more creativity, greater
127 cognition and memory. Thus, the theory of R. Wolcott Sperry (2002) was again confirmed, who indicates that each hemisphere specializes in certain functions, so that the left hemisphere deals primarily with logical or mathematical functions, language and writing. While the right hemisphere prefers emotional and creative functions. In addition, left-handed individuals possess a thicker and sharper "corpus callosum", which is a place where both hemispheres communicate, which should facilitate greater speed and precision of the cerebral connection according to R. Wolcott Sperry (2002). Consequently, left-handed individuals are often more sensitive and imaginative, which gives us an indication to assume that they are more creative and receptive, so the Ambiguity Measurement Test, to perform a description of a figure in a word and In L2, was something simple to them, according to the high level of creativity, speed and precision of their cerebral connection. The data also showed that the left-handed students at the Universidad Mayor de San Andrés obtained the highest percentage in comparison with the right-handed students in the scale of values of High Scores, in the Test E, of Measurement of the Ability of Writing in the High Score scale. This may be due to the fact that left-handed individuals have a greater ability to express written texts in L2. In light of this, the theory of (Kolb Wishaw: 2002) can be analyzed. This theory postulates that “the right hemisphere also has a function in language. In particular, it is important in communicative and emotional prosody (force, time and intonation)”. In addition, the right hemisphere has a role in the pragmatics of language, which indicated that left-handers have a greater ability to express ideas in a clear and simple way in a written text. Thus, it was possible to verity that the use of vocabulary, syntax and grammar in left-handed students at the advanced level of the Universidad Mayor de San Andrés, specifically at CETI's advanced level, which was the Centro de Enseñanza y Traducción de Idiomas, of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, have a high level and language skill in this ability.
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Table Nº 13
CENTRO BOLIVIANO AMERICANO BASIC, INTERMEDIATE AND ADVANCED LEVELS (CORRECT ANSWERS)
BASIC LEVEL INTERMEDIATE LEVEL ADVANCED LEVEL
CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS LEFT RIGHT LEFT RIGHT HANDED LEFT RIGHT HANDED HANDED HANDED HANDED AHNDED TESTS TEST A - Measurement of Ambiguities 100% ______100% 100% 95,23% 100% TEST B - Measuring the Information Process 27,23% ______50% 100% 45,45% 50%
TEST C - Measuring Hearing Skill 40% ______83,33% 100% 73,68% 100%
TEST D - Measuring Reading Ability 81,81% ______91,66% 100% 100% 100%
TEST E - Measuring Writing Ability 90,90% ______69,23% 100% 6,25% 25%
TEST F - Measuring Speech Ability 50% 50% 50% 100% 100% 100% TOTAL: 65% 50% 74% 100% 70.10% 79%
In the table above shows the scores of the students of the Centro Boliviano Americano in its different levels, and a clear comparison between the correct answers of right-handed and right- handed participants, also classified by skills and levels of the same Educational Center. Data Description: The data collected shows that, in the basic level, it was not possible to obtain a clear and precise comparison between left and right-handed participants, since no left- handed sample was obtained in the first five tests. However, samples of participants in Test F, of Measurement of Speech Ability, were collected as well as a sample of left-handed participants. The sample was collected from a left-handed and a right-handed student respectively, and they obtained the same score of 50% of correct answers in this skill, 50% of left-handed correct answers and 50% of right-handed correct answers which demonstrated the linguistic competence in this area of both, the right-handed and the left-handed students. The test taken by the students, both right-handed and
129 left-handed, was the Speech Ability Measurement Test F, in which students at the initial level, had to construct and express five sentences using the verb to be, according to key words and through images the same ones that were transcribed for study. Thus, more standardized tests were taken that constituted a process of making systematically appropriate inferences based on the systematization and statistics on the state of development of a person or group of people with respect to important linguistic variables, such as oral communication skills. On the other hand, in the Intermediate Level, left-handed participants achieved a percentage of 100%, the highest score, in all abilities as measured in Tests of the different abilities that were developed in the learning process for the acquisition of the Second Language L2, as well as in the two tests of cognition. It is important to emphasize that each and every one of the tests was designed to evaluate the development of the learning process of the second language in the Educational Centers mentioned, according to standardized test designs, to speak of language competence, as required according to authors (Dulay Burt, & Krashen, 1982). In this case, the tests were taken at the Centro Boliviano Americano (CBA), in order to obtain a clear and precise comparison in the differences that existed in the abilities of learning on the part of left-handed students compared to right-handed students, on a test basis, at different levels. All this in order to carry out the process that is formed by a series of stages or levels, so as to know more thoroughly the degree of learning (linguistic and communicative competence) of the different skills and linguistic aspects, such as reading comprehension, listening comprehension, oral production, grammar, vocabulary, and other skills, of the participants.
Analysis and Interpretation: In synthesis and with respect to the intermediate level, the table shows that left-handed students at the intermediate level of the Centro Boliviano Americano (CBA), achieved a percentage of 100%, the highest score, in all abilities. It is worthwhile pointing out the abilities or skills in the learning of the Second Language, such as Listening, Reading, Writing, Speaking, as well as in Test A and B denominated: Test A, of the Measurement of Ambiguities and Test B, of the Information Process, in which they demonstrated their cognitive and memory skills and in the second test in which the information process was measured in L2. That is to say, retention of words in the Second Language and their ability to be able to express with ideas what the picture presented for each of them in L2. On the other hand, and lastly, at the advanced level, left-handed participants, although they obtained the highest percentage in almost all the skills
130 and tests taken (six of six), they only obtained 100% in four out of the six tests, and in two tests they did obtain a higher percentage compared to the right-handed ones, but with lower scores, such as: in Test B, of Measurement of Information Processes, with 50%. It is evident that like in any linguistic process, one of the most important components is the semantic processing or access to the meaning of words. This is why in Test B we asked the student to develop a response in L2 of what the image means, in his brain. Explaining with words can measure the development of understanding and communication of meanings. Semantic processing is certainly another very important skill in the development of the learning process of a Second Language and therefore to differentiate, retain words and develop them in a sentence or sentence is of great importance in the process of learning the second language L2. On the other hand, investigations show that the consistency of the corpus callosum (place where both hemispheres communicate) gives left-handers better episodic memory (memory of experiences with their temporal space relations), although a worse semantic memory (memory of the meaning of the words or data decontextualized), because it is speculated that the information tends to be stored in the left hemisphere, while the space - time context does it in the right. All this leads us to the conclusion that left-handed individuals are likely to have slight problems in terms of semantics and expression of complex sentences and this is what an Information Process in L2 and its development in writing.
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Table Nº 14 UNIVERSIDAD MAYOR DE SAN ANDRÉS BASIC, INTERMEDIATE AND ADVANCED LEVELS (CORRECT ANSWERS)
BASIC LEVEL INTERMEDIATE LEVEL ADVANCED LEVEL
CORRECT CORRECT CORRECT CORRECT ANSWERS ANSWERS RIGHT ANSWERS CORRECT ANSWERS CORRECT ANSWERS ANSWERS RIGHT LEFT HANDED LEFT RIGHT HANDED LEFT HANDED TESTS HANDED HANDED AHNDED
TEST A - Measurement of Ambiguities 96,15% 100% 85,18% 100% 75,00% 100%
TEST B - Measuring the Information Process 23,07% 33,33% 71,42% 50% 27,27% 100%
TEST C - Measuring Hearing Skill 76,19% 100% 88,23% 100% 60,00% _____
TEST D - Measuring Reading Ability 95,65% 100% 100,00% 100% 76,92% 100%
TEST E - Measuring Writing Ability 86,66% 100% 48,00% 33% 40,00% 100%
TEST F - Measuring Speech Ability 100% 100% 66,66% 100% 100% 100% TOTAL: 79,62% 88,88% 76,58% 80,55% 63,19% 100%
The table above shows the scores observed for skills of students of the Universidad Mayor de San Andrés, more specifically of the Linguistics an Languages Department and of the Centro de Enseñanza y Traducción de Idiomas (CETI), also dependent of the Universidad Mayor de San Andrés, in its different levels, and a clear comparison of correct answers of right-handed and correct answers of left-handed students. The table also classifies the results by abilities and levels of the same university. The data show that at the beginner or basic level, students taken from the first semester or Common Plan, with mention or specialty in the English Area of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, according to the scores obtained in each of the skills corresponding to this level. Based on the table it can be concluded that left- handed students in the first semesters or in the Common Plan for Linguistics and Languages Department at the Universidad Mayor de San Andrés, obtained a higher percentage in all assigned skills and tests, in six of six tests, four of learning skills in acquiring the Second L2 Language, such as Listening, Reading, Writing, Speaking and Cognition Tests, Ambiguity Measurement Test A,
132 and Information Process Test B. Thus they obtained the highest percentage of 100%, in five out of six tests. In this regard it is important to clarify that in Test B, of the Information Measurement Process, the left-handed participants did not obtain 100%, they only obtained a percentage of 33.33%, although it is still higher compared to the percentage of 23.07% obtained by the right- handers.
Data Description: In light of this, it can be inferred that in Test B, of Measurement of the Information Process, like in any linguistic process, one of the most important components is the semantic processing or access to the meaning of the words. This is why in Test B, the student was asked to develop a response in L2 of what the image means, in his brain. Explaining with words can measure the development of understanding and communication of meanings. Semantic processing is certainly another very important skill in the development of the learning process of Second Language and therefore to differentiate, retain words and develop them in a sentence or sentence is of great importance in the process of learning the Second Language L2. On the other hand, investigations carried out in this field, show that the consistency of the corpus callosum (place where both hemispheres communicate) gives left-handers better episodic memory (memory of experiences with their temporal space relations), although a worse semantic memory (memory of the meaning of the words or data decontextualized), because it is speculated that the information tends to be stored in the left hemisphere, while the space - time context does so in the right. Thus, it can be deduced that left-handed individuals have little ability in word retention and expression of sentences in L2, or their interpretation in more complex sentences. However is important not to forget that knowledge and acquisition of a broad vocabulary in L2 is also very important, which at this stage or level, the students lack, because they were from the basic or initial level.
Regarding the intermediate level, the sample was taken from left and right-handed students from the fifth, sixth and seventh semesters of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and from students from the intermediate level courses at the Centro de Enseñanza y Traducción de Idiomas (CETI), such as Level 2.3.C. (Inside Out Intermediate), Level 3.1.A. (Inside Out Intermediate), Level 3.3.A. (Inside Out Intermediate). Based on that sample it can be observed in the table above that the students of the intermediate level of the Universidad Mayor de San Andrés obtained the highest score of 100% in 4 of 6 tests carried out,
133 except in Test B, of the Information Process and in Test E, of the Measurement of Writing. In addition, with reference to the advanced level, the sample was taken in both left-handed and right- handed students of the Eighth, Ninth and Tenth semesters of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and students of the intermediate level of the Centro de Enseñanza y Traducción de Idiomas (CETI), also dependent on the Linguistics and Languages Department of the Universidad Mayor de San Andrés, such as: Level 5.3.A. (Inside Out Advanced), Level 5.1.A. (Inside Out Advanced), and Level 5.2.A. (Inside Out Advanced). It should be mentioned that in the Cognition Tests, the students of the Linguistics and Languages Department participated only in these tests, such as the Test A, of Measurement of Ambiguities and Test B of the Information Process, because they are less complex at this level, and that due to tests and recommendations of the same teachers it was verified that the students of advanced semesters of the Linguistics and Languages Department of the Area of English have a very low level in the language of specialization, in this case English and that only the Students who attend CETI courses in parallel can better understand the tests at their level and develop them. This is why the Tests of skills management in the process of acquiring the Second L2 Language such as Listening, Reading, Writing and Speaking were taken by students of the Centro de Enseñanza y Traducción de Idiomas (CETI), because they have a level in accordance with the requirements of E the tests taken so that the students of this Educational Center could develop them effectively and efficiently. Thus, it can be concluded that left-handed students at the advanced level of the Universidad Mayor de San Andrés obtained the highest score of 100% in 5 of 6 tests, except in the Hearing Ability Measurement Test C, because a sample of left-handed students was not obtained in the performance of this Test. However, once again it was confirmed, that left-handed people possess innate skills that help them to develop better and have a more developed capacity in L2 Second Language acquisition, in order to obtain higher scores in almost all the abilities.
Analysis and Interpretation: Therefore, the right hemisphere, which dominates left-handed individuals, processes information globally, starting with a full understanding of the different parts that make up the whole. It is intuitive, thinks of images and feelings. This hemisphere employs a different style of thought, creating a variety and quantity of new ideas, beyond conventional patterns the school takes into account the skills of this hemisphere for the courses of art, music, languages and physical education. For this reason it is also said that the right hemisphere is more creative,
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intuitive, imaginative, highly visual, so these people are excellent for developing in art, in mathematics, while the left hemisphere specializes in analytical thinking, logical, sequential, it is used for verbal tasks, so that these people excel in the exact sciences and technology, according to the authors Peker and Pogun (2002). Because of this, left handed individuals possess innate skills in acquiring a Second Language and in the process that implies.
Table Nº 15
Comparison of correct answers in left handed and right handed at the Initial, Basic Level of The Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA)
CENTRO BOLIVIANO UNIVERSIDAD MAYOR DE SAN AMERICANO ANDRES LEVEL BASIC LEVEL BASIC CORRECT CORRECT CORRECT CORRECT ANSWERS ANSWERS LEFT ANSWERS RIGHT ANSWERS RIGHT HANDED HANDED HANDED LEFT HANDED TESTS TEST A - Measurement of Ambiguities 100% 0 96,15% 100% TEST B - Measuring the Information Process 27,23% 0 23.07% 33,33%
TEST C - Measuring Hearing Skill 40% 0 76,19% 100%
TEST D - Measuring Reading Ability 81,81% 0 95,65% 100%
TEST E - Measuring Writing Ability 90,90% 0 86,66% 100%
TEST F - Measuring Speech Ability 50% 50% 100% 100% 64,99% 50% 79,62% 88,88%
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The table above shows that the same tests were carried out in the Basic levels of the Centro Boliviano Americano (CBA) and in the beginner level of the first semesters or level Common Plan of the Linguistics and Languages Department of the Universidad Mayor de San Andres, more specifically in the area of English. However the results differ from one educational center to another.
Data Description: The results show that right-handed participants in the Linguistics and Languages Department of the Universidad Mayor de San Andrés obtained 79.62% in correct answers, compared to the 64.99% obtained by the right-hand participants at the Centro Boliviano Americano. Thus, there is also a slight difference in the total scores of correct answers achieved by left-handed participants of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, with a total of 88.88% of the percentage, compared to the 50% obtained by left-handed participants of the Centro Boliviano Americano (CBA).
Analysis and Interpretation: Here, it is necessary to point out and to clarify that said 50% corresponds only to Test F, in which a sample of a left-handed participant was obtained, whereas in the other five remaining tests no samples of left-handed students were obtained, therefore a fair and clear comparison cannot be made.
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Table Nº 16
Comparison of correct answers in right handed and left handed people in the Intermediates Level, Intermediate of the Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA)
UNIVERSIDAD MAYOR DE SAN CENTRO BOLIVIANO AMERICANO ANDRÉS INTERMEDIATE LEVEL INTERMEDIATE LEVEL CORRECT CORRECT CORRECT ANSWERS RIGHT ANSWERS ANSWERS RIGHT CORRECT ANSWERS TESTS HANDED LEFT HANDED HANDED LEFT HANDED TEST A - Measurement of Ambiguities 100% 100% 85,18% 100% TEST B - Measuring the Information Process 50,00% 100% 71,42% 50,00%
TEST C - Measuring Hearing Skill 83,33% 100% 88,23% 100%
TEST D - Measuring Reading Skills 91,66% 100% 100,00% 100% TEST E - Measuring Writing Ability 69,23% 100% 48,00% 33%
TEST F - Measuring Speech Ability 50% 100% 66,66% 100% 74,03% 100% 76,58% 80,55%
Regarding the table above, it shows the intermediate level both, left and right-handed students of the intermediate level of the Centro Boliviano Americano (CBA) as well as students of the intermediate level, or its equivalent in semesters of the fifth, sixth, and seventh semesters of the Linguistics and Languages Department of the Universidad Mayor de San Andrés, as well as students of the intermediate level of the Centro de Enseñanza y Traducción de Idiomas (CETI), likewise dependent on the Universidad Mayor de San Andrés. Data Description: The table also shows that the right-handed students of the Universidad Mayor de San Andrés, obtained a higher score in the total of correct answers in all the abilities according to the above table with a 76.58%, compared to the right-handed students of the Centro
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Boliviano Americano (CBA), who obtained a 74.03%. Likewise, comparing scores or results obtained from correct answers in left-handed participants of the Centro Boliviano Americano (CBA), who obtained the highest percentage of 100% compared to left-handed students at the Universidad Mayor de San Andrés it is possible to observe that they obtained only 80.55% of correct answers.
Analysis and Interpretation: This shows, once again, that left-handed participants scored higher in all skills at this level in both the Centro Boliviano Americano (CBA) and the Universidad Mayor de San Andrés CETI, also dependent on the Linguistics and Languages Department of the Universidad Mayor de San Andres. In light of this, it is inferred that that the capacity and ability of left-handed people is greater than right-handed individuals in the process of acquiring a Second Language, in this case English.
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Table Nº 17
Comparison of correct answers in right handed and left handed people in Advancers Level of Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andres (UMSA)
CENTRO BOLIVIANO AMERICANO UNIVERSIDAD MAYOR DE SAN ANDRÉS ADVANCER LEVEL ADVANCER LEVEL CORRECT CORRECT CORRECT CORRECT ANSWERS RIGHT ANSWERS LEFT ANSWERS RIGHT ANSWERS LEFT HANDED HANDED HANDED HANDED TESTS TEST A - Measurement of Ambiguities 95,23% 100% 75,00% 100% TEST B - Measuring the Information Process 45,45% 50% 27,27% 100,00% TEST C - Measuring Hearing Skill 73,68% 100% 60,00% 0% TEST D - Measuring Reading Ability 100,00% 100% 76,92% 100% TEST E - Measuring Writing Ability 6,25% 25% 40,00% 100% TEST F - Measuring Speech Ability 100% 100% 100,00% 100% 70,10% 79,16% 63,19% 100,00%
Data Description: The table above shows a clear comparison between right-handed and left-handed students from the advanced level of the Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés. If the table is broken down in parts, it shows that in the first part, there are the correct answers of both right-handed and left-handed students of the Centro Boliviano Americano (CBA), and it shows clearly the highest score achieved by left-handed students with 79.16%,compared to right-handed students with a score of 70.10%.On the other hand, it can also be seen, in the right-hand column, the correct answers of both right-handed and left- handed students of the Universidad Mayor de San Andrés (UMSA), and it clearly shows the highest score of 100% compared to right-handers who scored 63.19%. Likewise, it can be emphasized and
139 clarified that the tests carried out at this level, at the Centro Boliviano Americano (CBA), were taken by students of the Advanced level, corresponding to the modules that range from the thirteenth to the eighteenth courses of study (Summit) of the CBA. While the tests carried out at the Universidad Mayor de San Andrés were taken as follows: the A and B tests, of cognitive abilities, were taken by students of the Eighth Semester of the Linguistics and Languages Department, more specifically students taking the Semantics II course. At the suggestion of the teachers, the other tests of this level were taken by students of the advanced level of the Centro de Enseñanza y Traducción de Idiomas (CETI), because due to the low level of English that is prevalent in the Linguistics and Languages Department, in the area of English specialization, students were not prepared to be evaluated with the tests taken.
Analysis and Interpretation: According to this table, if the students of the advanced level of the Centro de Enseñanza y Traducción de Idiomas (CETI) performed in the tests according to their level and as the table indicates to us, it can be observed that the left-handed participants obtained the highest score in all the tests, which again confirms our hypothesis that the degree of difference in the learning of Second Language (L2) in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz at all levels, in this case Advanced Level, is higher in left-handed people relative to right-handed people.
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Table Nº 18
Comparison Total of Correct Answer Percentages of the Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) At all levels (Total Percentage)
TOTAL CENTRO BOLIVIANO AMERICANO (C.B.A.) TOTAL UNIVERSIDAD MAYOR DE SAN ANDRÉS (U.M.S.A.)
RIGHT HANDED LEFT HANDED RIGHT HANDED LEFT HANDED
69,70% 89,58% 73,13% 89,81%
The table above shows the total percentage of correct answers corresponding to the 6 tests taken. The first two A and B tests, to measure cognitive abilities and the C, D, E and F tests, to measure the learning abilities of L2 acquisition (Acquisition of the Second Language). Thus, the percentages show a difference between left handers and right-handers; both in the Centro Boliviano Americano (CBA) and in the participants of the Universidad Mayor de San Andrés.
Data Description: Left-handed participants from the Centro Boliviano Americano (CBA) obtained a higher score of 89.58% compared to 69.70% of the right-handers, for a difference of 19.88%. Similarly, left-handed students at the Universidad Mayor de San Andrés obtained a higher score of 89.81% compared to 73.13% of the right-handed participants, with a difference of 16.68%. At the same time, a comparison can be made of the correct answers in the Educational Centers and it clearly shows that the right-handed students of the Universidad Mayor de San Andrés obtained a greater score of 73,13% as opposed to the 69,70% that the right-handed participants achieved at the Centro Boliviano Americano (CBA), with a slight difference of 3.43%. Looking at the left- handed percentage, a comparison can be made, since it is clearly observed that left-handed students at Universidad Mayor de San Andrés obtained a higher score of 89.81% compared to 89.58% of
141 left-handed students in the Centro Boliviano Americano (CBA), with a minimum difference of 0.23%.
Analysis and Interpretation: All this leads us to the conclusion that the same teaching- learning process exists in both Educational Centers, both at the Centro Boliviano Americano (CBA) and at the Universidad Mayor de San Andrés. More specifically, the semesters of Common Plan and intermediate levels of Specialization in the Area, as well as the students of the Centro de Enseñanza y Traducción del Idioma (CETI), also dependent of Linguistics and Languages Department of the UMSA, with a small difference in the students who study English at the Degree in Linguistics and Languages Department, at the advanced levels, who do not have a language level corresponding to their level. At the same time, it is possible to deduce that in both educational centers and levels, the difference between the higher level of learning on the art of left-handed students compared to right-handed students is clear, which indicates that left-handed individuals possess innate skills for learning a Second Language. Thus, once again, Kolb Wishaw's theory: 2002, that carried out studies that indicate that most left-handed people have a great possibility and ability to learn languages other than their mother tongue, knowing that languages are an art and left- handed people are creative and imaginative, is demonstrated. In light of this, it can be said that there seems to be a difference in learning a Second Language (L2) by left-handed people compared to right-handed people.
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Table Nº 19
Total Right-handed and Left-Handed correct answers at Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) all levels (Percentage Total)
TOTAL CENTRO BOLIVIANO AMERICANO TOTAL UNIVERSIDAD MAYOR DE SAN ANDRÉS (C.B.A.) (U.M.S.A.) 79,64% 81,47%
The table above shows the total percentages of correct answers achieved by left-handed participants and right-handed participants from both, Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés, also taking into account the Centro de Enseñanza y Traducción de Idiomas CETI), which is also dependent of Linguistics and Languages Department of the Universidad Mayor de San Andrés, where the samples were taken and the tests were taken by left- handed and right-handed students at different levels. In this work six tests were used: two cognitive tests, one of image recognition and the other related to a test of knowledge of the language and logic, in addition to the four tests of knowledge in the four skills: Speaking, Reading, Listening and Writing for all three levels. In light of this and having taken the tests, the information obtained as tabulated and calculated in percentages to assign the scores according to values. The assigned scores were low to high, assigned according to the knowledge of the new language itself, as suggested by the author Rensis Likert, who invented the so-called method of summary evaluations, based on this theory, to give scales of values to the Scores according to the knowledge of the L2 Language, as follows: Low Score from 1 to 33 Points, Average Score 34 to 66 Points, and High Score from 67 to 100 Points. Once these values were added, some of the points corresponding to the correct answers were found in the different levels of the Centro Boliviano Americano, and having added them, the total percentage corresponding to the CBA was reached. In the same way
143 the values were added to obtain the correct answers at the different levels of the Universidad Mayor de San Andrés and, having added them, the total percentage corresponding to the Universidad Mayor de San Andrés was extracted.
Data Description: The percentages obtained from the sum of correct answers scores of both Educational Centers gave the result shown in the table above, where it is possible to see that students from the Universidad Mayor de San Andrés obtained the highest percentage of correct answers of 81.47%, in comparison to the students of the Centro Boliviano Americano, whose maximum percentage of correct answers is of 79.64%, thus reaching a minimum difference of 1.83%.
Analysis and Interpretation: In light of this, it can be pointed out that there is a slight difference in the learning process of the Second Language L2 (English) in these Educational Centers and that the difference in the degree of learning, the abilities and the greater ability of left-handed students, compared to right-handed students is indeed relevant.
VI.B. ANALYSIS AND GENERAL INTERPRETATION
In this part presents the results obtained from the Tests applied to students at the Basic, Intermediate and Advanced levels of the Linguistics and Languages Department at the Universidad Mayor de San Andrés (UMSA) and more specifically students of the Common Plan, that is, 1st and 2nd Semester of the Linguistics and Languages Department corresponding to the Basic levels (See Appendix Nº 4), likewise the 5th, 6th and 7th semesters of the Linguistics and Languages Department corresponding to the Intermediate levels (See Appendix Nº 5) and to the Advanced level (See Appendix Nº 6) the students of the 8th, 9th and 10th semester of the Linguistics and Languages Department of the Universidad Mayor de San Andrés. Likewise, due to the low level of the English language in the intermediate courses of this course, we took the tests in the Centro de Enseñanza y Traducción de Idiomas (CETI), dependent on the Linguistics and Languages Department of the Universidad Mayor de San Andrés in its Intermediate and Advanced levels. Finally, the basic level course of the Centro Boliviano Americano (CBA) was taken into account, for Beginners (See Appendix No. 1), for Intermediate level students (See Appendix No. 2) of the
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Centro Boliviano Americano and for students of the Advanced level for the Advancers level (See Appendix Nº 3) of the Centro Boliviano Americano, during the period of March to May of 2016. In order to be able to carry out a clearer analysis, a file was created in Microsoft Excel, where all the data obtained were uploaded and subsequently analyzed by means of tables and charts. The size of the general sample was of 30 students per course in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and of 30 people in the Centro Boliviano Americano. However, this sample varied according to the courses where the test was taken both at the Universidad Mayor de San Andrés, where the variation ranged between subject and level, in order to reach the sample of more than 30 participants per course and by test. In the Centro Boliviano Americano, a sample of more than 25 people was collected, since there were fewer students per course. In light of this, it should be noted that in the Tests F, of each level and Educational Center, the number of samples had a variation according to the number of left-handed students found in each level and educational center, such as between 2 to 6 participants per level.
Among the population surveyed the majority of the students were born in the city of La Paz and / or the city of El Alto, with some minor cases in other cities of the country. Also among the population surveyed, the majority were found to be between 18 and 25 years of age, with a lower percentage of students older than 25 years of age. Finally, the six types of tests were taken for both right-handed and left-handed students, who constitute the Universe in this study, so as to be able to examine one of the subjects under study which is the identification of the learning ability of the Students of the city of La Paz. In this sense and with this criterion the Universe was divided into four groups of students in the stage of acquisition of the Second Language. In light of this, the Universe was classified as follows and the Six Tests were taken by the different classified groups: 1. Students of the Linguistics and Languages Department at the Universidad Mayor de San Andrés: English area in the first semesters (Common Plan, such as First and Second Semester): Beginners (see Appendix 4). 2. Students of the Linguistics and Languages Department at the Universidad Mayor de San Andrés: English area in the intermediate semesters (5th, 6th and 7th Semester): Intermediates (Intermediate Level) (See Appendix Nº 5).
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3. Students of the Linguistics and Languages Department at the Universidad Mayor de San Andrés: English area in the final semesters (8th, 9th and 10th) of the English area: Advancers (See Appendix Nº 6). 4. Students of the Centro Boliviano Americano: English area at the Basic Level: Begginers (Beginner Level) (See Appendix No. 1). 5. Students of the Centro Boliviano Americano: English area at Intermediate Level: Intermediates (Intermediate Level) (See Appendix Nº 2). 6. Students of the Centro Boliviano Americano: English Proficiency Area: Advancers (Advanced Level) (See Appendix No. 3). In the two groups, left and right-handed people were taken into account for the study. Likewise, it is important mention that due to the fact that the Specialization in Linguistics and Languages Department is divided into areas, for purposes of the present study both left-handed as well as right-handed students in the area of English in their initial levels (Common Plan: 1st and 2nd semester) can be included, intermediate (5th, 6th and 7th semester) and advanced (8th, 9th and 10th semester), emphasizing that students in the indicated area take the language courses in their 4 levels and the English language as such in the different subjects of the area of specialization. However, due to the low level of use of the English language in the area of specialization, the decision was also adopted to take the tests at the Intermediate and Advanced level of the Centro de Enseñanza y Traducción de Idiomas (CETI), of the Linguistics and Languages Department.
Thus, the 6 Tests were taken in each area and Educational Center, according to the level of the students. The Ambiguity Measurement Test A, was conducted in all areas and at all levels in the same format, as it had only one instruction, whereby students at the Beginners Level - Beginners - Initial Level, were asked to recognize and describe the Figures that were presented to them in table 1, indicating with a word in English what the figures meant to them. All this to verify their cognitive ability and memory. The exercise denominated TEST A was timed to see how long it took the students to recognize and describe the figures. However, despite the fact that the test was the same for all levels, the grading mode was different for each level, since the purpose was to measure the complexity in the tests at the three levels: Beginners, Intermediates and Advancers (Advanced). Even though the answer was supposed to be composed of a single word, some students wrote more complex sentences. As a result of this, after observing and analyzing their use of words according
146 to the level that the students studied the difference in the use of words in the three levels could be observed, and the complexity of the words as well as the use of verbs as the students progressed from course to course. This confirms the goal of measuring the degree of complexity in recognizing ambiguous figures and expressing them verbally in English, according to their level of Second Language learning. In fact, it can be observed, according to the Tables of Data Tabulation by Levels, that the left-handed Beginners of the Centro Boliviano Americano achieved a 50% rate of success in the total percentage of correct answers compared to the right-hander Beginners of the same Centro Boliviano Americano who achieved a 64.99% rate of success (See Table in Detail No. 13). However, it is important to point out that there were no left-handed participants in this Educational Center for Tests A, B, C, D and E, but there were participants for Test F, of Speech ability, with 50% of participants therein, and that is the only sample that was taken into account (See Table in Detail No. 13). In a clearer and more accurate way, it can be seen that there is a difference in the total percentages of the left-handed Beginners students of the Universidad Mayor de San Andrés who obtained 88.88% in the total score of correct answers, versus the 79.62% score obtained by the right- handed Beginner students of the Universidad Mayor de San Andrés (See Table in Detail No. 14). With respect to the Intermediate Level, it can be observed that the middle-leaved Intermediate left handed students of the Centro Boliviano Americano obtained 100% of the total percentage of correct answers compared to the intermediate right handed level students of the Centro Boliviano Americano, who achieved only a 74, 03% score (See Detailed Table No. 13). In this same line, it can be noticed that there is a difference in the total percentages of left-handed Intermediates of the Universidad Mayor de San Andrés who obtained 80.55% in the total score of correct answers, compared to the 76,58 % Score obtained by right-handed Intermediate students of the Universidad Mayor de San Andrés. (See Table in Detail No. 14). Finally, reviewing the comparative percentages of the Advanced Level tests, it can be observed that the left-handed Advancers of the Centro Boliviano Americano obtained 79.16% in the percentage of total correct answers compared to the right-handed Advancers of the Centro Boliviano Americano, who reached 70.10% of the score (See Table in Detail No. 13). Likewise, it can be seen that there is a difference in the total percentages of left-handed Advancers of the Universidad Mayor de San Andrés, who obtained 100% in the total score of correct answers,
147 compared to the 63.19% Score obtained by the right handed Advancers students of the Universidad Mayor de San Andrés (See Table in Detail No. 14). According to this, it can be observed that the left-handed participants obtained the highest score in all the tests, which again proves our hypothesis that the degree of difference in the learning of the Second Language (English) L2, in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz in all its levels, is greater in left-handed people in relation to right-handed people.
Analysis and General Interpretation
HYPOTHESIS RESULTS INTERPRETATION . Left-handers have a different cognitive development for learning the second language L2 in this case English. . Left-handers are more sensitive to emotions during The degree of difference is greater in the learning of a the learning of the Second Second Language L2 (English) on the part of left-handed U.M.S.A. (Left Handed) 89,81 % Language L2 (English). people than right-handed people in the Linguistics and U.M.S.A. (Right Handed) 73,13 % . They are more ready and Languages Department of the Universidad Mayor de San C.B.A. (Left Handed) 89,58 % immersed to adapt their Andres and the Centro Boliviano Americano of the city of La C.B.A. (Right Handed) 69,70 % environment to live in a world Paz in the basic, intermediate and advanced levels. that is right-hande
VI.C. OTHER CONSIDERATIONS OF THE STUDY
Our main objective in this work is to examine the phenomenon of the skill of left-handed individuals in language learning in relation to the difference that exists in the functioning of their brains compared to right-handed people. In addition, and reflecting on the phenomenon of left- handed individuals, the difference in the learning of a second language in the students of the Linguistics and Languages Department and the Centro Boliviano Americano in their different levels (Beginners, Intermediates and Advancers ) is shown, that is: Beginners, Intermediate and Advanced, by left-handed people compared to right-handed people. Consequently it can be inferred that the
148 theory of Roger Wolcott Sperry: 1961, who indicates that in the function of the hemispheres, which is crossed, the left side is responsible for speech and calculus, whereas the right one abstracts things and is focused mainly in elements is correct. Consequently, in this work the differences in learning the Second L2 Language (English) by left-handed people compared to right-handed people are explained to get a better understanding of the skills of left-handed people in Second Language learning L2 English. Having examined the left-handed phenomenon in this work, the differences in the learning of a Second Language L2 are shown both, left-handed and right-handed students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz. In order to carry out the research work an evaluation technique had to be developed, first to demonstrate the degree of difference in the learning of the Second Language (L2) English of left- handed people in the learning of a Second Language L2, compared to right-handed people. In order to do so, an evaluation stage, which involved the measurement of learning and which has a high degree of importance within any system or process of teaching/learning was carried out, since it is the process whereby the product or the result of both the objectives and the structure of a particular course or program plan is verified. In order to carry out an analysis more clearly, a file was created in Microsoft Excel, where all the data obtained were emptied and subsequently analyzed by means of tables and graphs. Finally, the six types of tests were taken for both right-handed and left-handed students. Delimiting the Universe of this study, we must indicate that one of the problems of the study is the identification of the learning ability of the Students of the city of La Paz. In this sense and with this criterion the Universe was divided into four groups of students in the stage of learning of a Second Language: right-handed students of the Universidad Mayor de San Andres, left-handed students of the Universidad Mayor de San Andres, right-handed students of the Centro Boliviano Americano, and left-handed students of the Centro Boliviano Americano. With that universe the groups were classified as follows, and the Six Tests were taken in the different classified groups: - Students of the Linguistics and Languages Department of the Universidad Mayor de San Andrés: English area in the first semesters (Common Plan. That is to say, First and Second Semester): Beginners (Basic Level or Beginner).
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- Students of the Linguistics and Languages Department at the Universidad Mayor de San Andrés: English area in the intermediate semesters (5th, 6th and 7th Semester): Intermediates (Intermediate Level). - Students of the Linguistics and Languages Department at the Universidad Mayor de San Andrés: English area in the final semesters (8th, 9th and 10th) of the English area: Advancers (Advanced level). - Students of the Centro Boliviano Americano: English area in Basic Level: Begginers (Beginner Level). - Students of the Centro Boliviano Americano: English area in Intermediate Level: Intermediates (Intermediate Level). - Students of the Centro Boliviano Americano: Advanced English area: Advancers (Advanced Level). Two groups, left and right-handed people, were taken into account for the study. Likewise, it must be highlighted indicate that because the Specialization in the Linguistics and Languages Department is divided into areas, for the present study, students in both left handed and right handed learner area of English in their initial levels (Common Plan: 1st and 2nd semester), intermediate (5th, 6th and 7th semester) and advanced (8th, 9th and 10th semester), were taken into account, emphasizing that students in the indicated area take the courses in their 4 levels of language and the English language as such in the different subjects of the area of specialization. However, due to the low level of use of the English language in the area of specialization, it was also decided to have the tests taken by the intermediate and advanced level of the Centro de Enseñanza y Traducción de Idiomas (CETI), which is dependent of Linguistics and Languages Department. Thus, the 6 Tests were taken in each area and Educational Center, according to the level of the students: the Test A: Measurement of Ambiguity, was conducted in all areas and at all levels in the same format, as it had only one instruction, whereby students at the Beginners Level - Beginners - Initial Level, recognized and described the Figures that were presented to them in table 1, indicating with a word in English what the figures meant to them to verify their cognitive ability and memory. The exercise denominated TEST A was timed to see how long the recognition and description of the figures took. However, even though the test was the same for all levels, the grading mode was different for each level, since the purpose was to measure the complexity in the tests of the three levels: Beginners, Intermediates and Advancers ( Advanced). The answer should have had
150 only one word, but some students wrote more complex sentences. Because of this, it was necessary to read and analyze the use of words according to the level of the students and to score in three grades: Low Usage, average usage and high usage per level of learning. Thus, the difference in the use of words in the three levels could be observed, and the complexity of the words and use of verbs as the students’ progress from course to course. This confirms the goal of measuring the degree of complexity in recognizing ambiguous figures and expressing them verbally in English, according to their level of Second Language learning. Also an important point to explain is the difference between the level of language learning in each Educational Center. We can conclude that the students of the basic levels of both educational centers, both the Centro Boliviano Americano and the Universidad Mayor de San Andres, have the same level of the language in the Basic level, with a slight difference, and this difference is being made more noticeable as the level advances, since at the intermediate level the level drops to 50%, so that there would have been a great difference between left-handed and right-handed students, if the sample had not been taken at the Centro de Enseñanza y Traducción de Idiomas (CETI) and the biggest difference was seen in the advanced level of both Educational Centers, for this reason we emphasize that in our analysis we had to take the samples of left-handed and right-handed students of the CETI advanced level and not to the students of the last semesters of the Linguistics and Languages Department for their low level of English. Thus, the students of the last semesters of the Linguistics and Languages Department only carried out the A and B tests of cognitive ability measurement. We can infer that this is due to the four levels of the language that students have in the Linguistics and Languages Department, which should be developed in the higher specialized courses; however this does not always happen and only students who take an English course parallel to the Career can reach a higher level of English, clearly the students of the same Career, who attend a parallel English class at the Centro de Enseñanza y Traducción de Idiomas (CETI), these students can reach an optimal level of English, not so the students who only attend the 4 levels of English that the Degree dictates. Therefore, it is recommended to deepen the language learning in the Linguistics and Languages Department, for a better development of the same in the levels of specialization.
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CHAPTER VII
VII.A. CONFIMATION OF HYPOTHESIS
In relation to the Hypothesis raised in the research design that literally says:
The degree of difference in the learning of a Second Language (L2) (Listening, Reading, Speaking, Writing and Semantics) in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz, in the Basic, Intermediate and Advanced levels is greater in left-handed people than right-handed people. Considering the conclusions quoted reached in this study, it can be concluded that the Hypothesis raised in the Research Design has been confirmed: Left-handed individuals, from the point of view of the skill in learning a language, in relation to the difference that exists in the functioning of their brains, compared to right-handed people, possess a greater ability and capacity in all the areas in which they were tested to measure their ability in the acquisition of a Second Language.
VII.B. CONCLUSION
Based on the data obtained as a result of this research, on the learning of L2, the following conclusions were reached: a) Following the present Project it was detected that the degree of differences in the learning of Second Language L2 in the left handed is greater than the right handed people. The data were obtained in the learning of a Second Language students (Listening, Reading, Speaking, Writing and Semantics) of the Linguistics Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano ones. It is as well considered that if the evaluation between left handed students and the right handed students, no matter what is their score is 20 % approximately so, it is considered “greater than” concept. Moreover according to Francisco J. Rodriguez, et.al. (1994) "Another form of scale consists of assigning numbers to the various magnitudes of the evaluation to be measured”, in this case it is maintained that the 20% difference in the score between two evaluated (left handed is greater than right handed people), since a result of 0 to 20 shows us a difference.
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In addition to the results are also expressed, according to the 20% Valorative Reference that was established, which was based on the Likert theory and the Fundamental Criteria for configuring the items, within the framework of a Likert Scale (Likert, 1932), the same one that indicates that "The items must always have two extreme positions as well as an intermediate item that serves as a graduation between the extremes. It is important to mention that despite the fact that the most common Likert scale is that of 5 items, the use of more items helps to generate greater precision in the results ". This table clearly shows the percentage of degree of difference of 20%:
EQUIVALENT LISTENING TEST 30 POINTS DEGREE OF DIFFERENCE TOTAL DEGREE OF DIFFERENCE 100% Left Handed 22 Difference Points 73.3% 27% Right Handed 14 Difference Points 46.6%
Yes (there is a 20% difference)
This table does not show a reliable result, it remarks the points, not the percentage:
EQUIVALENT LISTENING TEST 30 POINTS DEGREE OF DIFFERENCE TOTAL DEGREE OF DIFFERENCE 100% Left Handed 29 Difference Points 96.7% 67% Right Handed 9 Difference Points 30%
No (even though there is a 20 points of difference)
According the Valorative Reference:
VALORATIVE REFERENCE OF 20%
GRADING PERCENTAGE SCORE VERY GOOD 17 - 20 80 - 100 GOOD 13 - 16 60 - 79 SATISFACTORY 9 - 12 40 - 59 AVERAGE 5 - 8 20 - 39 NEEDS SOME IMPROVEMENT 1 - 4 0 - 19
b) Likewise, there was a difference in the total percentages of left-handed Advancers of the Universidad Mayor de San Andrés who achieved a 100% rate of success in the total score of correct answers, compared to 63,19 % achieved by the Advancers right handers students of the Universidad Mayor de San Andrés.
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c) Based on these results, it was inferred that the left-handed participants obtained the highest score in almost all the tests performed, which again proves our hypothesis that the degree of difference in the learning of the Second Language (English) L2 in the Linguistics and Languages Department of the Universidad Mayor de San Andrés and the Centro Boliviano Americano of the city of La Paz, in all its levels, in left-handed people is greater than right-handed people. It is important to point out that a Degree of Difference in Second Language Learning (L2), a 20% degree of separation between the performance tests of the left and right-handed students is required to validate the hypothesis. As can be seen in Table No. 19 the difference is of 19.88% between left-handers compared to right-handers in the Centro Boliviano Americano and of 16.68% between left and right-handed students of the Universidad Mayor de San Andrés. d) In fact the tables of Data Tabulation by Levels show that the Beginners left-handed of the Centro Boliviano Americano achieved a 50% rate of success in the total percentage of correct answers compared to the Beginners of the same Centro Boliviano Americano who achieved only 64.99%. However, it can be noticed that there were no left-handed participants in this Educational Center for Tests A, B, C, D and E, but for the Test F, of Speech ability in which 50% of participants were left- handed, and is therefore the only sample that was taken into account. e) It can be more clearly and accurately observed that there is a difference in the total percentages of the left-handed Beginner students of the Universidad Mayor de San Andrés who achieved an 88.88% rate of success in the total of correct answers, compared to the 79.62% score obtained by the Beginner students of the Universidad Mayor de San Andrés. f) With respect to the Intermediate Level, it can be observed that the middle-level, Intermediate students, of the Centro Boliviano Americano achieved a 100% rate of success of the total percentage of correct answers compared to the Intermediates of the same Centro Boliviano Americano who achieved only 74.03%. In addition, it is possible to see that there is a difference in the total percentages of left-handed Intermediates of the Universidad Mayor de San Andrés that achieved a 80.55% in the total score of correct answers, compared to 76,58 % score obtained by the Intermediate students of the Universidad Mayor de San Andrés. g) Reviewing the comparative percentages of the Advanced Level it was observed that the left- handed Advancers of the Centro Boliviano Americano achieved a 79.16% rate of success in the percentage of total correct answers compared to the Right Advancers of the same Centro Boliviano Americano who achieved only 70.10%.
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h) An additional and important point worth explaining is the difference between the levels of languages in each Educational Center. It was concluded that students of the basic levels of both educational centers, Centro Boliviano Americano and Universidad Mayor de San Andrés, had the same level of language, with a slight difference in the Basic level, and this difference is rendered more noticeable as the level progresses, since at the intermediate level there was a difference between left and right-handed students, if the sample had not been taken at the Centro de Enseñanza y Traducción de Idiomas (CETI). And the biggest difference was seen in the advanced level of both educational centers. In light of this, the corresponding analysis of, the samples taken from left-handed and right- handed students from the advanced level of CETI at the Advanced level, and not so the students of the last semesters of Linguistics and Languages Department because of their low level of English. As a result of this, they only performed the A and B tests of cognitive ability measurement. However, analyzing the available data, it can be observed that there is a slight difference of percentages between both Educational Centers. A clear example of that is the fact that left-handed participants of the Centro Boliviano Americano (CBA) scored 89.58%, higher compared to the 69.70% achieved by the right- handers, in other words, a difference of 19.88%. Similarly, left-handed students at the Universidad Mayor de San Andrés obtained a higher score of 89.81% compared to the 73.13% achieved by the right-handed participants, with a difference of 16.68%. i) At the same time, a comparison was made of the correct answers in the Educational Centers and it is clearly observed that the right-handed students of the Universidad Mayor de San Andrés obtained a higher score, of 73, 13%, as opposed to the 69,70% that was achieved by the right handed participants of the Centro Boliviano Americano (CBA), with a slight difference of 3.43%. Looking at the left-handed students’ percentage, a comparison can also be made, since it was clearly observed that left-handed students at the Universidad Mayor de San Andrés obtained a higher score of 89.81% compared to the 89.58% achieved by left-handed students in the Centro Boliviano Americano (CBA), with a minimum difference of 0.23%. j) All this leads us to the conclusion that the same teaching-learning process in both Educational Centers is applied, both at the Centro Boliviano Americano (CBA) and at the Universidad Mayor de San Andrés, more specifically in the semesters corresponding to the Common Plan and the intermediate levels of specialization in this Area, as well as in the Centro de Enseñanza y Traducción de Idiomas (CETI), also dependent on the Linguistics and Languages Department of the UMSA. The difference emerges in the students who study the area of English at the Linguistics and Languages
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Department at the advanced levels, who do not have a language level appropriate to this level. It can also be deduced that in both educational centers and levels, the difference between the left-handed students compared to the right-handed students is clear, which indicates that left-handed people possess innate skills for learning a Second Language, which confirms, once again, Kolb Wishaw's theory: 2002, that the studies carried out indicate that most left-handed people have a greater possibility and ability to learn languages other than their mother tongue, given that languages are an Art and that left-handed people are creative and imaginative, which leads to the conclusion that it is possible to affirm that there should be a difference in learning a Second Language (L2), on the part of left-handed people compared to right-handed people. k) This work is linked to the knowledge and the possibility of understanding, through a linguistic approach, the degree of difference in the ability of left-handed people is greater than right handed people during the learning of a Second Language L2 (English). This study covers various aspects of the learned language, which were observed during this process, such as grammar, vocabulary, word retention and others. This study likewise gives us information about the problems that might exist in the learning of English as a Second Language (L2) by people who use the left hand and the right hand, such as, for example, some fields or areas in which left-handed individuals perform better than right-handers. From the data obtained it can be inferred that left-handed individuals achieved a higher score in almost all the abilities measured in each test, that is to say, in 80% of them. However, perhaps the weakest points were in the Information Process Measurement Test B, in which, like in any linguistic process, one of the most important components is the semantic processing or access to the meaning of the words. This is why in Test B we asked the student to develop a response in L2 of what the image means, in his brain. Explaining with words can measure the development of understanding and communication of meanings. Semantic processing is undoubtedly another very important skill in the development of the Second Language learning process and therefore differentiating, retaining words and developing them in a sentence or sentence is of utmost importance in the learning process of the Second Language L2. On the other hand, investigations show that the consistency of the corpus callosum (place where both hemispheres communicate) gives left-handers better episodic memory (memory of experiences with their temporal space relations), but a worse semantic memory (memory of the meaning of the words or data decontextualized), because it is speculated that the information tends to be stored in the left hemisphere, while the space - time context does it in the right. Thus, a study of children who lacked one of the hemispheres revealed that those
156 with only the right hemisphere understood most of the sentences in a conversation, but they had problems interpreting more complex constructions, such as passive phrases. In contrast, children with only the left hemisphere had no difficulty, even with complex sentences. According to Wolcott Sperry, when the left brain is active, the right brain is relaxed and vice versa, proving it by means of electroencephalographic studies. In light of this, it appears to be that left-handed individuals have little ability in word retention and expression of sentences in L2, or their interpretation in more complex sentences. However it cannot be ruled out that it was also very important to acquire knowledge of a broad vocabulary in L2, which at this stage or level students lack, because of their Basic or Initial level. Another area in which left-handed students did not obtain the highest percentages was the E Measurement of Writing, this leads us to the conclusion that authors who indicate that left-handed individuals have problems with semantics and syntax appear to be right, as they explain according to the studies carried out by the authors Mayolas, Villarroya Aparicio, and Reverter. On the other hand, since many studies relate school learning with upper limb laterality, without taking into account the others, there was compared with children's learning according to their laterality, so that our data was related to those of other studies. Thus, children were divided into two groups: the right- handed and left-handed. "According to the results of the comparison that is made in this research study, it was seen that left-handed manual children, have a great deal of difficulty in learning to write and work in a less organized manner and achieve worse results in all the items." l) Finally, the subject researched was relates to a current problem which is applicable to society at large in the educational field, giving an essential contribution in the knowledge of the degree of difference in the learning of a Second Language (L2) by left-handed people compared to right-handed people. In addition, this study helps to show to society at large that the management of the left-handed individuals stopped being a phenomenon a long time ago and that, because of this, the discrimination and the misinterpretations about the meanings of being left-handed must be avoided in order to try to help value the skills they possess in a world that for them is the other way around. m) In addition, from the theoretical point of view, this research generates a reflection on the difference in teaching methods for learning and acquiring a language, in this case English, as well as on the existing knowledge of the area investigated.
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n) Similarly, from a methodological point of view, this research developes the application of a new differentiated method in teaching to generate valid and reliable knowledge within the indicated area. o) On the other hand, in terms of its scope, this research may open new avenues for studies that present situations similar to those presented here; such as the field of neurolinguistics, serving as a frame of reference for them.
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CHAPTER VIII
RECOMMENDATIONS.-
Knowing that left-handed individuals seem to have a higher level of skill in language learning, derived from an apparent difference in the functioning of their brains compared to right- handed people, some highlights in our research work can be pointed out and derive some recommendations therefrom. 1) Design differentiated methods for learning the Second Language in right-handed and left handed, in order to achieve a better didactic in the learning of the Second English Language (L2). 2) Raise awareness among students about the cognitive reality of each of them, in order to support their training in Second Language L2 learning. 3) Organize and provide workshops for teachers involved in the subject, to make known the difference in teaching methods for learning and acquisition of a Second Language, in this case English, as well as the existing knowledge of the area investigated. 4) In light of the above and from a theoretical point of view, this research can generate a degree of reflection on the difference in the teaching methods for learning and the acquisition of a Second Language, in this case English, as well as on the existing knowledge of the investigated area. Likewise from a methodological point of view, this research can lead to the application of a new method of differentiated teaching to generate valid and reliable knowledge within the indicated area. 5) Perform an initial Survey that serves to assess how many left-handed students and how many right-handed students there are in the class, in order to use differentiated teaching techniques in the Second Language in each of them. The same Survey will serve to evaluate other parameters such as the general level of the class and the predisposition towards the use of the language. It would be interesting to develop a survey format that would work for everyone. 6) In the first instance, indicate that to make a Method of teaching of the Second Language (English) differentiated between left-handed and right-handed, it is necessary to carry out a complete and profound study for its Design; however, according to the study carried out, the Design of a Form, Policy or Technique of Academic Administration can be suggested
159 in a current course of teaching the English language, differentiating it between left-handed and right-handed. So in this way and according to the results obtained, the suggestion is that the right-handers be given more time in the realization of tests in the different learning skills of the Second Language (English) L2, as for example in Listening, Reading, Writing and Speaking, since in these areas the lefties proved to be more skillful and with higher score compared to the right-handed. For example, if for each skill the test is developed for a lapse of 10 to 15 minutes, the duration of the test should be increased for right-handed people by 20% of the total time employed by left-handed people. 7) On the other hand, it can be pointed out that in the Information and Writing Processes tests left-handers obtained a greater percentage than right-handed ones in the evaluations; however, they did not reach 100% of the total score. With this we indicate that in these areas or skills, both right-handed and left-handed could have the same time and treatment at the time of the evaluation in the teaching of English as a Second Language. 8) In the same way, this differentiation in the use of employment and administration of tests, could also be carried out in a differentiated full course in which the left-handed students do the Study Program in a shorter period of time compared to the right-handers. 9) It is required to adapt the contents to the linguistic level of the right-handed students, in such sense that they are deeper and more extensive than that of the left-handed ones, which means to simplify the academic curriculum that the left-handed students receive. 10) To use more attractive and interesting materials including more schemes, summaries and graphics to awaken the creativity and interest of right-handed students, since left-handed students being more creative and having greater capacity in cognitive development have advantages in learning the Second Language (L2) compared to the right-handed. 11) Implement in Design Thinking classes, "this technique is based on using real cases and solving them in groups through analysis, brainstorming, innovation and creative ideas" (Diego Santos, 2015). Although design thinking is a structured method, in practice it is quite messy, since it deals with real problems about which in most cases there is not enough information and it may even be that the conclusion is that there is no solution possible, this method will help to promote in the right students the analysis and creativity and reach an equal point with the left-handed ones in the same learning.
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12) According to the study carried out and as is already known, left-handed people have innate abilities to learn a Second Language, and right-handed people have less ability in this sense, for which we recommend a differentiated teaching, which means to be based on the Natural Approach Method for left-handed students, since this method, developed by Tracy Terrill and Stephen Krashen in 1983, is an approach based on the theory of language acquisition; where the language is acquired in a natural and relatively unconscious way, for a good performance in the personalized teaching of the lefties, since they acquire the Second Language in a natural and uncomplicated way. Differently, right-handers can acquire the Second Language by the Classical Knowledge Method, a learning process through which an organism establishes an association between a conditioned stimulus (EC) and an unconditioned stimulus (EI), with the EC being capable of conditioning Ivan Pavlov's (1913) classic elicit a conditioned response (CR), the process by which a change in behavior is made through experience or the association of events or stimuli. 13) So also for both of them the Direct Method (1986) can be applied based on the premise of Berlit´z method was that Second Language Learning should be more like first language learning: lots of active oral interaction, spontaneous use of the language, no translation between first and Second Language, and littlle or no analysis of gramatical rules. Rchards and Rodgers (1986: 9-10) summarized the principles of the Direct Method: 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully graded progression organized around question – and – answer exchanges between teachers and students in small, intensive clases. 4. Grammar was taught inductively. 5. New teaching points were introduced orally. 6. Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. 7. Both speech and listening comprehension were taught. 8. Correct pronunciation and grammar were emphasized. In this way we explain the different needs, both right-handed and left-handed. For example, in the grammatical part right-handers can better grasp the grammar of another language
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inductively, since they have more facility for this. Since in the inductive education the student will have a greater participation in the understanding of the language as he deduces the different grammar rules and the use of the language he studies. On the other hand the left- handed can better grasp the grammar of another language deductively, the deductive processing of the grammar that goes from the general explanation of the teacher to the individual practice, since the left-handed ones have worse semantic memory and problems with the syntactic order of the words. 14) Proposal to adapt method, as we see the predominance and another suggestion we give for the best learning of a foreign language for both right-handed and left-handed people is the Communicative Learning Method proposed Noam Chomsky´s (1960) of theories of acquisition in a Second Language. So we can indicate that Communicative Language Teaching (CLT), or the Communicative Approach, is an approach to Language Teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques, learn and practice the target language through the interaction with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and through the use of the language both in class and outside of class. In this sense some methods follow this current of Communicative Language Teaching, is the concrete case of Top Notch and Summit to International Standards and Tests. For detailed correlations to the “Can do” statements of the Common European Framework (CEFR) and to U.S. Federal and State standards. The concrete case, the Method used in Top Notch that follows this line. Let's see an adaptation of it. Example:
LISTENING SKILL
BASIC LEVEL
Exercise Listening
Rhythm and Intonation
. Have students repeat each line chorally. Make sure students: . Usefalling intonation in Who´s that? And rising intonation in Over there?
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. Pause after Well
SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED 1 minute Once of time Twice of time
LISTENING SKILL INTERMEDIATE LEVEL Exercise Listening Listen to Personalize
. Have students listen again. Stop the audio after each description and allow pairs to discuss if they would like to try that food. . While students dicuss, write a list of all the foods on the board. After listening to all the descrotions, ask the class Who would like to try___? Ask for a show of hands and write the numbers on th board.
SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED 5 minutes 5 minutes 6 minutes
LISTENING SKILL ADVANCED LEVEL Exercise Listening Listen for key details
. To prepare students for listening, have them look at the charts to check which information they should listen for. Pause after each conversation so that students can complete each. . To help focus attention, you may choose to have students listen each time for different information in the charts. . To review, have students compare answers with a partner and then with class
SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED 7 - 10 minutes 7 - 10 minutes 9 - 12 minutes
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Example:
SPEAKING SKILL BASIC LEVEL Exercise Speaking Oral Review
Before the first activity, give students a few minutes of silent time to explore the pictures and become familiar with them. Pair work 1
SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED
5 - 6 minutes 5 - 6 minutes 6- 7 minutes
. SPEAKING SKILL INTERMEDIATE LEVEL Exercise Speaking Oral Review Before the first activity, give students a few minutes of silent time to look over the picture. Pair Work 1
SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED
12 minutes 12 minutes 15 minutes
. To introduce the activity, call on a volunteer to read the movie titles and times at the top of the illustration. Tell pairs they will guess the genres, imagine what the movies are about, and choose actors to star in the movies. Read the model to the students. . As a class, have groups share their ideas about the movies.
SPEAKING SKILL ADVANCED LEVEL Exercise Speaking Oral Review Before teh first activity, give students a few minutes of silent time to explore teh pictures and become familiar with them. Tell a story
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SUGGESTED TEACHING TIME LEFT HANDED RIGHT HANDED
10 - 13 minutes 10 - 13 minutes 13 - 15 minutes
. Have students identify the Itos and the Garzas in the pictures and then read the itineraries. . Before students tell the story in pairs, encourage them to use the information in the itineraries as well as their imaginations. Encourage students to add information about tours, dining experience, etc. . To wrap up, have selected students share their stories with the class. 15) Finally, in terms of its scope, this research may open new avenues for studies in fields which have situations similar to those presented here, such as the field of neurolinguistics related with children, adults, seniors and the like.
GENERAL RECOMMENDATIONS
Differentiation in the learning of the Second Language EDUCATIONAL CENTERS Universidad Mayor de San Andrés (Linguistics and Languages Department) Centro Boliviano Americano (CBA) INVESTIGATIVE PLAN LEVELS Basic Intermediate Advancers STUDENTS Left Handed Right handed DESIGN OF DIFFERENTIATED METHODS Left Handed Right Handed PSYCHOLOGICAL REINFORCEMENT ACADEMIC PLAN Left Handed Right handed WORKSHOPS To teachers To students
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BIBLIOGRAPHY - Standard Bibliography A) DANIELA ALEXANDRA & DEISI LILIANA ZHINGRI MATUTE, (2010). “La Lateralidad Zurda asociada a dificultades en el aprendizaje escolar en niños de 6 a 7 años”: Tesina para la obtención de Título de Licenciatura en Psicología Educativa, Cuenca – Ecuador. B) FERNANDO CUETOS VEGA, 2011. “Neurociencia del Lenguaje”. Buenos Aires – Bogotá – Caracas – Madrid – México – Porto Alegre, Panamericana. 173 p. C) INTRODUCCIÓN A LA METODOLOGÍA DE LAS INVESTIGACIONES SOCIALES, 1994. Por Francisco J. Rodríguez “et.al”. La Habana – Cuba, Editora Política. 143 p. D) JACK C. RICHARDS Y CHARLES LOCKHART, (2002), “Estrategias de reflexión sobre la enseñanza de idiomas” 1ed. Madrid – España, Cambridge University Press. P.196. E) JOSÉ MANUEL VEZ, 2001. “Formación en Didáctica de las Lenguas Extranjeras”, Rosario-Santa Fe - Argentina: Homo Sapiens Ediciones. 451 pp. F) KOLB, BRYAN & WHISHAW, IAN Q., 2011 “An Introduction to Brain and Behaviour”, Palgrave. G) METODOLOGÍA DE LA INVESTIGACIÓN, 2014. Por Roberto Hernández Sampieri “et.al”. 6a ed. México, McGraw Hill Interamericana Editores S.A. de C.V. 600 p. H) YULE GEORGE, (2007) “El lenguaje”. España, Alcal. S.A. 75p. I) YUGAR FLORES, 1996. “Métodos y Técnicas de Investigación – Camino a la Tesis”. La Paz – Bolivia, Producciones Yugar.120p.
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- Virtual Bibliography
J) C. PORAC Y S. COREN, (1981). “Lateral preferences and human behavior”, Nueva York: Springer-Verlag. Recovered from; https://es.wikipedia.org/wiki/Lateralidad. K) JAVIER PÉREZ RUIZ, (2008). “Aprendizaje y enseñanza de segundas lenguas desde la perspectiva de la Neurociencia”. Recovered from http://wportfolio.wzu.edu.tw/ezfiles/0/1000/academic/17/academic_76162_8233390_3383 2.pdf. L) MEDINA, A. Y GARCÍA DE MEDINA, M., (2010) “Ser zurdo, una discapacidad para la educación técnica”. En Arnaiz, P.; Hurtado, Mª.D. y Soto, F.J. (Coords.) 25 Años de Integración Escolar en España: Tecnología e Inclusión en el ámbito educativo, laboral y comunitario. Murcia: Consejería de Educación, Formación y Empleo. Recovered from http://diversidad.murciaeduca.es/tecnoneet/2010/docs/amedina.pdf.
M) M. RAMÍREZ, A. ARAQUE Y F. ALBA, (2005) “Aspectos biológicos y sociales de la alteridad motora”. Semanario Médico, Volumen 49, Nº 3, p. 30 – 36, Recovered from:Downloads/Dialnet-AspectosBiologicosYSocialesDeLaLateralidadMotora- 22523%20(2).pdf.
N) ROGER. W. SPERRY. (1961). Journal Article: Cerebral Organization and Behavior. Science New Series, Vol 133, o. 3466 (Jun. 2, 1961), pp. 1749-1757. Recovered from http://www.jstor.org/stable/1708026?seq=1#page_scan_tab_contents
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Appendix
GENERAL TABLES AND HISTOGRAMS
TABLE OF CONTENTS GENERAL CHARTS
1. Appendix Nº 1 CENTRO BOLIVIANO AMERICANO BEGINNERS LEVEL - INITIAL - BEGINNERS (Correct answers Right handed and Left handed people) Graphic Nº 1 CENTRO BOLIVIANO AMERICANO BEGINNERS LEVEL- INITIAL - BEGINNERS (Correct answers Right Handed and Left Handed people).
2. Appendix Nº 2 CENTRO BOLIVIANO AMERICANO INTERMEDIATE LEVEL (Correct answers right handed and left handed people) Graph Nº 2 CENTRO BOLIVIANO AMERICANO INTERMEDIATE LEVEL - INTERMEDIATE (Correct answers Right Handed and Left Handed people).
3. Appendix No. 3 CENTRO BOLIVIANO AMERICANO ADVANCERS LEVEL - ADVANCED (Correct answers Right handed and Left handed) Chart Nº 3 CENTRO BOLIVIANO AMERCANO ADVANCERS - ADVANCED LEVEL (Correct answers Right handed and Left handed).
4. Appendix Nº 4 UNIVERSIDAD MAYOR DE SAN ANDRÉS BEGINNERS - INITIAL - BEGINNERS LEVEL (Correct answers Right handed and Left Handed) Graphic Nº 4 UNIVERSIDAD MAYOR DE SAN ANDRÉS BEGINNERS - INITIAL - BEGINNERS LEVEL (Correct Answers Right Handed and Left handed).
5. Appendix Nº 5 UNIVERSIDAD MAYOR DE SAN ANDRÉS INTERMEDIATE LEVEL (Correct Answers Right handed and Left handed people) Graphic Nº 5 UNIVERSIDAD MAYOR DE SAN ANDRÉS INTERMEDIATE LEVEL (Right handed and Left handed people).
6. Appendix Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRÉS ADVANCERS - ADVANCED LEVEL (Correct answers Right handed and Left handed people) Graphic Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRÉS ADVANCERS – ADVANCED LEVEL (Correct answers Right handed and Left handed people). Appendix Nº 1 GENERAL TABLE CENTRO BOLIVIANO AMERICANO
BASIC LEVEL (Correct Answers Right Handed and Left Handed)
TESTS BASIC LEVEL CORRECT ANSWERS CORRECT ANSWERS TESTS RIGHT HANDED LEFT HANDED
TEST A - Measurement of 100% ______Ambiguities TEST B - Measuring the 27,23% ______Information Process
TEST C - Measuring Hearing Skill 40% ______TEST D - Measuring Reading 81,81% ______Ability
TEST E - Measuring Writing Ability 90,90% ______TEST F - Measuring Speech 50% 50% Ability
TOTAL: 65% 50%
Graphic Nº 1 HISTOGRAM
CBA - Basic Level (Correct Answers Right Handed and Left Handed)
100% 90,90% 81,81%
50% 50% 40% 27,23% 0 0 0 0 0
RESPUESTAS CORRECTAS RESPUESTAS CORRECTAS DIESTROS ZURDOS
TEST A - Medición de Ambiguedades TEST B - Medición del Proceso de Información TEST C - Medición de la Habilidad de Audición TEST D - Medición de la Habilidad de Lectura TEST E - Medición de la Habilidad de Escritura TEST F - Medición de la Habilidad del Habla Appendix No. 2 GENERAL TABLE CENTRO BOLIVIANO AMERICANO INTERMEDIATE LEVEL (Correct Answers Right Handed and Left Handed)
TESTS INTERMEDIATE LEVEL CORRECT ANSWERS CORRECT TESTS RIGHT ANSWERS LEFT HANDED HANDED
TEST A - Measurement of 100% 100% Ambiguities TEST B - Measuring the 50% 100% Information Process
TEST C - Measuring Hearing Skill 83,33% 100% TEST D - Measuring Reading 91,66% 100% Ability
TEST E - Measuring Writing Ability 69,23% 100% TEST F - Measuring Speech 50% 100% Ability
TOTAL: 74% 100%
Graphic Nº 2 HISTOGRAM
CBA - Intermediate Level (Correct Answers Right Handed and Left Handed)
100% 100%100%100%100%100%100% 91,66% 83,33% 69,23% 50% 50%
RESPUESTAS CORRECTAS DIESTROS
TEST A - Medición de Ambiguedades TEST B - Medición del Proceso de Información TEST C - Medición de la Habilidad de Audición TEST D - Medición de la Habilidad de Lectura TEST E - Medición de la Habilidad de Escritura TEST F - Medición de la Habilidad del Habla
Appendix No. 3 GENERAL TABLE CENTRO BOLIVIANO AMERICANO ADVANCED LEVEL (Correct Answers Right Handed and Left Handed)
TESTS ADVANCED LEVEL CORRECT ANSWERS CORRECT TESTS RIGHT ANSWERS HANDED LEFT HANDED
TEST A - Measurement of 95,23% 100% Ambiguities TEST B - Measuring the Information 45,45% 50% Process
TEST C - Measuring Hearing Skill 73,68% 100%
TEST D - Measuring Reading Ability 100% 100%
TEST E - Measuring Writing Ability 6,25% 25%
TEST F - Measuring Speech Ability 100% 100%
TOTAL: 70.10% 79%
Graphic Nº 3 HISTOGRAM
CBA - ADVANCED LEVEL (Correct answers Right Handed and Left Handed)
95,23% 100% 100% 100% 100%100% 100% 73,68%
45,45% 50% 6,25% 25%
RESPUESTAS CORRECTAS RESPUESTAS CORRECTAS DIESTROS ZURDOS
TEST A - Medición de Ambiguedades TEST B - Medición del Proceso de Información TEST C - Medición de la Habilidad de Audición TEST D - Medición de la Habilidad de Lectura TEST E - Medición de la Habilidad de Escritura TEST F - Medición de la Habilidad del Habla
Appendix No. 4
GENERAL TABLE UNIVERSIDAD MAYOR DE SAN ANDRÉS BASIC LEVEL (Correct Answers)
BASIC LEVEL CORRECT ANSWERS CORRECT ANSWERS TESTS RIGHT HANDED LEFT HANDED
TEST A - Measurement of Ambiguity 96,15% 100% TEST B - Measurement of Information Processes in L2 23,07% 33,33%
TEST C - Measurement of Hearing Skill 76,19% 100%
TEST D - Measurement of Reading Skill 95,65% 100%
TEST E - Measurement of Writing 86,66% 100%
TEST F - Measurement of Speaking 100% 100%
TOTAL: 79,62% 88,88%
Graphic Nº 4 HISTOGRAM
UNIVERSIDAD MAYOR DE SAN ANDRÉS LEVEL BASIC (Correct Answers) 120,00% 100,00% 80,00% 60,00% 40,00% 20,00% 0,00% TEST A - Medición TEST B - Medición TEST C - Medición TEST D - Medición TEST E - Medición TEST F - Medición de Ambiguedades del Proceso de de la Habilidad de de la Habilidad de de la Habilidad de de la Habilidad del Información Audición Lectura Escritura Habla
Respuestas Correctas Diestros Respuestas Correctas Zurdos Appendix No. 5
GENERAL TABLE UNIVERSIDAD MAYOR DE SAN ANDRÉS INTERMEDIATE LEVEL (Correct Answers)
BASIC LEVEL CORRECT ANSWERS CORRECT ANSWERS TESTS RIGHT HANDED LEFT HANDED
TEST A - Measurement of Ambiguity 85,18% 100% TEST B - Measurement of Information Processes in L2 71,42% 50%
TEST C - Measurement of Hearing Skill 88,23% 100%
TEST D - Measurement of Reading Skill 100,00% 100%
TEST E - Measurement of Writing 48,00% 33%
TEST F - Measurement of Speaking 66,66% 100%
TOTAL: 76,58% 80,55% Graphic Nº 5 HISTOGRAM
UNIVERSIDAD MAYOR DE SAN ANDRÉS INTERMEDIATE LEVEL (Correct Answers) 120,00% 100,00% 80,00% 60,00% 40,00% 20,00% 0,00% TEST A - TEST B - TEST C - TEST D - TEST E - TEST F - Medición de Medición del Medición de la Medición de la Medición de la Medición de la Ambiguedades Proceso de Habilidad de Habilidad de Habilidad de Habilidad del Información Audición Lectura Escritura Habla
Respuestas Correctas Diestros Respuestas Correctas Zurdos
Appendix No. 6
GENERAL TABLE UNIVERSIDAD MAYOR DE SAN ANDRÉS ADVANCED LEVEL (Correct Answers)
ADVANCED LEVEL CORRECT ANSWERS CORRECT ANSWERS TESTS RIGHT HANDED LEFT HANDED
TEST A - Measurement of Ambiguity 75,00% 100% TEST B - Measurement of Information Processes in L2 27,27% 100%
TEST C - Measurement of Hearing Skill 60,00% _____
TEST D - Measurement of Reading Skill 76,92% 100%
TEST E - Measurement of Writing 40,00% 100%
TEST F - Measurement of Speaking 100% 100%
TOTAL: 63,19% 100% Graphic Nº 6 HISTOGRAM
UNIVERSIDAD MAYOR DE SAN ANDRÉS ADVANCED LEVEL (Correct Answers) 120,00% 100,00% 80,00% 60,00% 40,00% 20,00% 0,00% TEST A - TEST B - TEST C - TEST D - TEST E - TEST F - Medición de Medición del Medición de la Medición de la Medición de la Medición de la Ambiguedades Proceso de Habilidad de Habilidad de Habilidad de Habilidad del Información Audición Lectura Escritura Habla
Respuestas Correctas Diestros Respuestas Correctas Zurdos
umsa
TESTS LEVEL: basic
cba
TESTS LEVEL: intermediate
TABLES IN DETAILS AND HISTOGRAMS
TABLE OF CONTENTS
1. Table Nº 1 CENTRO BOLIVIANO AMERICANO BEGINNERS - INITIAL – BEGINNERS LEVEL (Correct Answers Right Handed and Left Handed) Graphic Nº 1 CENTRO BOLIVIANO AMERICANO NIVEL BEGINNERS - INITIAL – BEGINNERS (Correct Answers Right Handed and Left Handed)
2. Table Nº 2 CENTRO BOLIVIANO AMERICANO INTERMEDIATES – INTERMEDIATE LEVEL (Correct Answers Right Handed and Left Handed) Graphic Nº 2 CENTRO BOLIVIANO AMERICANO INTERMEDIATES – INTERMEDIATE LEVEL (Correct Answers Right Handed and Left Handed)
3. Table Nº 3 CENTRO BOLIVIANO AMERICANO ADVANCERS – ADVANCED LEVEL (Correct Answers Right Handed and Left Handed) Graphic Nº 3 CENTRO BOLIVIANO AMERICANO ADVANCERS – ADVANCED LEVEL (Correct Answers Right Handed and Left Handed)
4. Table Nº 4 UNIVERSIDAD MAYOR DE SAN ANDRES BEGINNERS - INITIAL – BEGINNERS LEVEL Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st y 2nd Semester) Graphic Nº 4 UNIVERSIDAD MAYOR DE SAN ANDRES BEGINNERS - INITIAL – BEGINNERS LEVEL Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st y 2nd Semester)
5. Table Nº 5 UNIVERSIDAD MAYOR DE SAN ANDRES INTERMEDIATES – INTERMEDIATE LEVEL Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester)
Graphic Nº 5 UNIVERSIDAD MAYOR DE SAN ANDRES INTERMEDIATES – INTERMEDIATE LEVEL Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester)
6. Table Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRES ADVANCERS – ADVANCED LEVEL Students in the final semesters of the Linguistics and Languages (8th, 9th and 10th Semester)
Graphic Nº 6 UNIVERSIDAD MAYOR DE SAN ANDRES ADVANCERS – ADVANCED LEVEL Students in the final semesters of the Linguistics and Languages (8th, 9th and 10th Semester)
7. Table Nº 7 CENTRO BOLIVIANO AMERICANO – CBA BEGINNERS - INITIAL – BEGINNERS BASIC LEVEL (Percentage Values) Graphic Nº 7 CENTRO BOLIVIANO AMERICANO – CBA BEGINNERS - INITIAL – BEGINNERS BASIC LEVEL (Percentage Values)
8. Table Nº 8 CENTRO BOLIVIANO AMERICANO – CBA INTERMEDIATES – INTERMEDIATE LEVEL (Percentage Values) Graphic Nº 8 CENTRO BOLIVIANO AMERICANO – CBA INTERMEDIATES – INTERMEDIATE LEVEL (Percentage Values)
9. Table Nº 9 CENTRO BOLIVIANO AMERICANO – CBA ADVANCERS – ADVANCERS (Percentage Values) Graphic Nº 9 CENTRO BOLIVIANO AMERICANO – CBA ADVANCERS – ADVANCER LEVEL (Percentage Values)
10. Table Nº 10 UNIVERSIDAD MAYOR DE SAN ANDRÉS Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st y 2nd Semester) (Percentage Values) BEGINNERS - INITIAL – BASIC LEVEL
Graphic Nº 10 UNIVERSIDAD MAYOR DE SAN ANDRÉS Students of the first semesters of the Common Plan of the Linguistics and Languages Department (1st and 2nd Semester) (Percentage Values) BEGINNERS - INITIAL – BASIC LEVEL
11. Table Nº 11 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester) (Percentage Values) INTERMEDIATES - INTERMEDIATE LEVEL
Graphic Nº 11 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA Students of the Intermediate semesters of the Linguistics and Languages Department (5th, 6th and 7th Semester) (Percentage Values) INTERMEDIATES - INTERMEDIATE LEVEL
12. Table Nº 12 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA Students of the final semesters of the Linguistics and Languages Department (8th, 9th and 10th Semester) (Percentage Values) ADVANCERS – ADVANCED LEVEL
Graphic Nº 12 UNIVERSIDAD MAYOR DE SAN ANDRÉS – UMSA Students of the final semesters of the Linguistics and Languages Department (8th, 9th and 10th Semester) (Percentage Values) ADVANCERS – ADVANCED LEVEL
13. Table Nº 13 CENTRO BOLIVIANO AMERICANO BASIC, INTERMEDIATE AND ADVANCERS LEVEL(CORRECT ANSWERS) Graphic Nº 13 CENTRO BOLIVIANO AMERICANO BASIC, INTERMEDIATE AND ADVANCED (CORRECT ANSWERS)
14. Table Nº 14 UNIVERSIDAD MAYOR DE SAN ANDRES BASIC, INTERMEDIATE, AND ADVANCED LEVELS (CORRECT ANSWERS) Graphic Nº 14 UNIVERSIDAD MAYOR DE SAN ANDRES BASIC, INTERMEDIATE, AND ADVANCED LEVELS (CORRECT ANSWERS)
15. Table Nº 15 Comparison of Correct Answers of Right Handed and Left Handed in the Initial, Basic Level of Educational Centers: Centro Boliviano Americano(CBA) and Universidad Mayor de San Andrés (UMSA) Graphic Nº 15 Comparison of Correct Answers o Right Handed and Left Handed in the Initial, Basic Level of Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA)
16. Table Nº 16 Comparison of Correct Answers of Right Handed and Left Handed in the Intermediate Level of Educational Centers: Centro Boliviano Americano (CBA) y Universidad Mayor de San Andrés (UMSA) Graphic Nº 16 Comparison of Correct Answers of Right Handed and Left Handed in the Intermediate Level of Educational Centers: Centro Boliviano Americano (CBA) y Universidad Mayor de San Andrés (UMSA)
17. Table Nº 17 Comparison of Correct Answers of Right Handed and Left Handed in the Advancers Level of Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) Graphic Nº 17 Comparison of Correct Answers of Right Handed and Left Handed in the Advancers Level of Educational Centers: Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA)
18. Table Nº 18 Comparison of Total Percentages of Correct answers of Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) at all levels (Total Percentage Graphic Nº 18 Comparison of Total Percentages of Correct answers of Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) at all levels (Total Percentage) 19. Table Nº 19 Total correct answers Right handers and Left Handers Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) at all levels (Total Percentage) Graphic Nº 19 Total correct answers Right handers and Left Handers Centro Boliviano Americano (CBA) and Universidad Mayor de San Andrés (UMSA) at all levels (Total Percentage)