The learning of second languages is perceived as a necessity by adults. An uneasiness that is reflected, in particular, in the case of the English language. In this way in the Spanish context, in a study carried out on the continuous training of workers, languages are demanded by almost 30%, emphasizing English. In fact, citizens increasingly experience different problems in the “digital society” linked to work, communication or the search for information as a result of the lack or deficient command of the English language. This means that, although there is currently a greater amount of resources available, especially those associated with information and communication technologies, it continues to be complex for teachers to teach a foreign language and for students to develop skills.
Learning English as a foreign language is difficult and often produces anxiety. However, adult students recognize that their acquisition offers the advantage of providing many professional opportunities. Possibly, as a consequence of the aforementioned benefit, the classes most demanded by both young and adult students are computer and English classes.
In general, in the learning of a foreign language, the fundamental obstacles encountered by the students derive from the teaching style and the didactic method. Despite the existence of a great diversity, the use of innovative methodologies or that are attractive to students is not frequent.
Among the best known methods for the development of the teaching-learning process of a foreign language are the following ones
Grammar-translation or traditional method, pay special attention to the instruction of grammar rules. The explanations of the teaching staff are based on the mother tongue or the official language.
Direct method, is based on the direct connection of the foreign word with the reality it represents. Encourages oral expression and memorization of vocabulary.
Audio-oral method, prioritizes the use of spoken language (oral expression and hearing) from reproduction or repetition.
Audiovisual method is based on the use of visual and auditory resources to develop the ability to listen and understand spoken language through interaction.
Communicative approach, enhances the learning of the language from the communication in the foreign language, although initially contaminating it with the vehicular language.
Project-based learning, privileges the use of strategies focused on students through active participation, the development of motivation and group work.