<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222019000200133</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA ENSEÑANZA DE LENGUAS EXTRANJERAS: PROPUESTAS DE MEJORA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE TEACHING OF FOREIGN LANGUAGES: PROPOSALS FOR IMPROVEMENT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Verdejo]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anguita]]></surname>
<given-names><![CDATA[Juana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Filomena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Castilla-La Mancha Facultad de Educación, Departamento de Filología Moderna ]]></institution>
<addr-line><![CDATA[Ciudad Real ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Rey Juan Carlos Facultad de Ciencias de la Comunicación Departamento de Ciencias de la Comunicación y Sociología]]></institution>
<addr-line><![CDATA[Fuenlabrada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,ESARS Ministerio de Educación ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<numero>8</numero>
<fpage>133</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222019000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222019000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222019000200133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN De una forma u otra, los docentes que se dedican a la enseñanza de lenguas extranjeras en general, y de la inglesa en particular, son conscientes de los retos a los que se enfrentan a la hora de desempeñar su trabajo. El presente artículo analiza algunas de las principales razones por las que la enseñanza de lenguas extranjeras debe ser revisada. Centrándonos en el caso concreto de España, se presentarán algunas posibles vías de solución con el fin de abordar deficiencias previamente detectadas. En este sentido, se considera que las propuestas analizadas pueden servir como referencia para abordar la situación con ciertas garantías de éxito en lo que a aportar estrategias y soluciones positivas se refiere. Es importante destacar que el presente análisis se ha llevado a cabo tras detectar una serie de problemas. El resultado pretende ser uno de los motores que posibilite un profundo debate. Dicho debate debería conducir, de manera inexorable, a un cambio en la metodología, formación, diseño, concepción y, en última instancia, en la enseñanza de las lenguas extranjeras en España.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In one way or another, teachers who are dedicated to teaching foreign languages &#8203;&#8203;in general, and English in particular, are aware of the challenges they face when carrying out their work. This article analyzes some of the main reasons why the teaching of foreign languages &#8203;&#8203;should be revised. Focusing on the specific case of Spain, some possible solutions will be presented in order to address deficiencies previously detected. In this sense, it is considered that the proposals analyzed can serve as a reference to address the situation with certain guarantees of success in terms of contributing strategies and positive solutions. It is important to emphasize that the present analysis has been carried out after detecting a series of problems. The result aims to be one of the engines that allows a profound debate. This debate should lead, inexorably, to a change in methodology, training, design, conception, and, ultimately, in the teaching of foreign languages &#8203;&#8203;in Spain.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[foreign languages]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
<kwd lng="en"><![CDATA[deficiencies]]></kwd>
<kwd lng="en"><![CDATA[proposals]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="es"><![CDATA[deficiencias]]></kwd>
<kwd lng="es"><![CDATA[propuestas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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