1. 0
In-Country Study, SPAIN MAJOR
This form should be filled in, saved and attached at the front of each electronically submitted ICS
assessment task. An Electronic Copy is available on the ICS Spain Major UTSOnline site under
‘Assignments’.
UTS: INTERNATIONAL STUDIES
ASSIGNMENT COVER SHEET
Student Name: Tolgay Ilbay Student Number: 11036199
Student Contact Email: Tolgay.Ilbay@student.uts.edu.au
Student Contact Number: +34633868628
Lecturer/Tutor’s Name: Aleksandra Hadzelek
Due Date: 10/07/13 Word Count: 3678
Date Submitted: 10/03/13
Assessment Type: Methodology 2: Survey Study
e.g. Cultural Report: First Impressions
Assignment Title: Why the Medium of English Has Become a Linguistic Tool of Necessity
for Spanish University Students?
I confirm that:
This assignment is my own work, I have a copy of this assignment; and, I am aware of the
penalties for lateness and plagiarism.
Ethics of research: Checklist
In my research I have appropriately:
Identified myself as a researcher from UTS
Considered the issue of privacy for participants
Considered any potential risks for participants
Considered any potential risks for myself as the researcher
Considered issues of confidentiality of information
Provided information to participants so they are informed of the purpose of the research.
Signed:
Tolgay Ilbay

2. 1
Table of Contents
1. Introduction ……………………………………………………………………………………………………………………...2
2. Available Literature ……………………………………………………………………………………………………………2
3. Hypothesis…………………………………………………………………………………………………………………………5
4. Participants ……………………………………………………………………………………………………………………....5
5. Ethical Considerations……………………………………………………………………………………………………....5
6. Method……………………………………………………………………………………………………………………………..5
7. ResultsandDiscussion……………………………………………………………………………………………………...6
8. Validity,ReliabilityandLimitationsof the Study…………………………………………………...............9
9. Conclusion…………………………………………………………………………………………………………………………9
10. Reference List……………………………………………………………………………………………………………….....10
11. Appendix …………………………………………………………………………………………………………………………..11

3. 2
Introduction
As an Australian student currently studying in Spain, I came across the website
www.languageforexchange.com with the intention of finding an exchange partner in order to
improve my Spanish. After I had created a profile that informed viewers about my background
and the number of languages I spoke, the latter completely took me by surprise. The number of
Spanish university students who were sending me messages either via the website’s chat or email
system to offer Spanish in exchange for English, flooded my home page and thus inspired me to
do the following research. Why the medium of English has become a linguistic tool of necessity
for Spanish university students?
Available Literature
In recent years, there has been an increasing amount of literature exploring the use of English in
a wide range of contexts; particularly continental Europe. For instance; Berns (1995), Cenoz and
Jessner (2000), Dushku (1998) and Fonzari (1999) are just a few authors to mention who have
contributed to this field of study. Unfortunately, the same could not be said with the amount of
literature exploring the role of English in Spain. However, one author who has shed light on this
area is Reichelt (2006); claiming that after Franco’s rule a growing interest on Spain’s part,
together with the interest in joining the European Community, led to a higher demand for
English. Why English?
When considering theoretically it has no greater status, than, say French or Swedish in Europe,
but with many large corporations, and even in Europe’s governmental institutions, it is
demanded as the common functioning language. According to David Crystal (2003); one of the
world’s foremost authorities on language, there is only one reason that could explain this, not
only within Europe, but also for other continental regions, and that is English’s global status. In
Crystal’s (2003) validation, he refers to the rational, the power of the people who speak the
language; especially their political and military power to describe how a language has
traditionally achieved a global status. His justification becomes increasingly clear when he
rhetorically questions the dominance of Greek and Latin many centuries ago, and intuitively
replies with ‘the answer lies in the swords and spears wielded by the armies of Alexander the
Great’ and ‘ask the legions of the Roman Empire’ (Crystal 2003, p. 9). Not only do these old
language references illustrate Crystal’s (2003) point, but at the same time they subconsciously
raise the question; what is the story behind English?
Again, it is Crystal (2003), but this time it his account of English’s powerful historical context
that helps to understand English achieving a global status. Firstly, he refers to English as being
the language of the leading colonial nation, Britain during the 17th and 18th centuries, and again
glorifies it with Britain at the time of the Industrial Revolution during the 18th and 19th centuries.
Next, he proceeds on to the relevance of English as being the language of the leading economic
power, the United States during the 19th and 20th centuries. Despite explaining the military and

4. 3
economic power of English speakers, in what, Crystal (2003, p. 78) claims has been the key for
English reaching a global status is that is has found itself ‘in the right time at the right place’. As
a result, when new technologies brought new linguistic opportunities, English emerged as the
global language in industries which affected all aspects of society, including the press,
advertising, broadcasting, motion pictures, sound recording, transport and communications. At
the same time, when the world was forging new networks of international alliances, English was
the clear first choice for a unique global language. Thus by the sixties, the supremacy of the
language was established, but it could not have been at that time described as a genuine world
language until two events which ensured its global status. The first was the movement towards
political independence, out of which English emerged as a language with a special status in
several new countries. In most of these, the role of English had come to be so fundamental that
no other language could compete, once the moment of independence arrived. The other event
was the electronic revolution, where here too English was in the right place at the right time. The
development of the 20th century computers has been almost entirely an American affair. The
Internet started in the United States, and by the time it spread throughout the rest of the world, its
linguistic patterns such as its architecture and software programming were all made in the USA.
Although computer languages are not like natural languages, they have inevitably been greatly
influenced by the mother tongue of the programmers, and this has been largely English. From
these historical events mentioned above, it is clear that there is a close link between language
dominance and economical, technological, and cultural power too. Without a strong power base,
of whatever kind, no language can make progress as an international medium of communication.
Language has no self-governing existence; it lives in some sort of mystical space apart from the
people who speak it. Language exists only in the brains, mouths, ears, hands and eyes of its
users. When they succeed, on the international stage, their language succeeds. When they fail,
their language fails.
Given that English has acquired a global status, the Spanish have a very strong interest in
learning it, and students are commencing their studies at younger and younger ages. The Spanish
have a variety of reasons for engaging themselves to learn English, including for work, travel,
studying abroad, and establishing contact with non-Spanish speakers. Despite this intense
interest, only ‘18% of Spaniards speak, read, and write English with ease, as opposed to 31% of
non-native-English speakers in the European Union at large’ (Reichelt 2006, p. 4). This suggests
that Spaniards’ intense interest in English may be in part as a result of a perceived need to catch
up with the rest of Europe. According to a survey study conducted by Seedhouse (1995), Spanish
students aged 14 to 18 perceived the need of English as to travel to other countries, speak to
foreign people, and to get a better job when they finished school and not to forget the recognition
of its global status. Despite the fact, the number of survey participants was small; the responses
convey that the primary sources of motivation for youth engaging themselves in learning English
were to be social and psychological. Seedhouse (1995) describes these primary sources of
motivation of English as being sophisticated, international mobile Europeans of the future, and

5. 4
believing that English is the language of youth and entertainment. Not only is the social and
professional importance of English is perceived by teens, but also by adults. According to Smith
(1997) the primary prestige value of English in Spain, is nothing more than the desire to show-
off. English, as he claims is trending in virtually every field. For example the youth pick out
English expressions from the music they listen to; businessmen feel the urge to demonstrate their
prowess of commercial English; and media journalists wanting to make it clear that they are not
lagging behind. In addition English is perceived important at the university level, but until
recently, all public universities had to teach all subjects in either Castilian or the local regional
language. According to Kingsley (2011), in the past decade due to a number of private schools
offering bilingual Spanish-English, universities now have realised the importance of following
the same trend in order to attract students from abroad. This means that there is now a high
demand for good English proficiency at the university level, and many students who had not
foreseen this now need to catch up. As a result many students want to study in an English-
speaking country, with the United States and the United Kingdom as popular locations for
preparation in the fields of business, tourism, communications, engineering and advertising.
Thus, it has become the medium of instruction in technical or scientific fields in some university
departments and is also frequently used to read textbooks and keep up with research (Warschauer
2000). In this sense, English is more like a second language in it use for access to information
and for membership in the technical or scientific community.
So far, all the evidence in the current literature irrefutably indicates English as the global
language today, as Crystal (2003) has demonstrated English has found itself at the right time in
the right place and therefore has influenced society in terms of press, advertising, broadcasting,
motion pictures, sound recording, transport and communications. Despite the lack of literature
investigating English’s role in Spain, authors such as Reichelt (2006) and Seedhouse (1997) have
conveyed that there is a strong interest amongst Spaniards to learn English, and the main sources
of motivation for this are social, psychological and professional determinants. However, it is also
noteworthy to underline that English has only been a recent phenomenon in Spain over the last
three decades or so, considering Franco had restricted foreign-languages. Now Spanish
governments across all regions are realising the importance of English, and have imposed
initiatives in order to increase the population’s English skills. Similarly, English has only been a
recent medium of instruction at the university level over the last decade, and Spanish university
students in subjects such as engineering, computer science, architecture, pharmacy and history
require a high proficiency of English. The fact that no significant literature has accounted for the
necessity of English at the university level, makes it an interesting area of research to further
investigate. Do Spanish university students conceive the same motives for learning English as
the same as those mentioned by Seedhouse (1995) and Reichelt (2006) or are there other factors
that have not been mentioned? Therefore the purpose of this study is to investigate and
contribute to the current literature why the medium of English has become a linguistic tool of
necessity for Spanish university students?

6. 5
Hypothesis
Taking into consideration that English has become a global language, and Spain has been hit
hard by the economic crisis in 2008 with unemployment increasing, the recent need for the
medium of English at the university level is that Spanish university students need to catch up to
the rest of the world in order open up better working opportunities for themselves in the future.
Participants
The participants of this study are 40 Spanish students who are learning English at university. The
purpose of sampling students who are in the process of learning English is to gain accurate
information in terms of why it has been a recent occurrence over the last decade or so.
Ethical Considerations
In conducting the study all participants have came first, their interests, privacy, and sensitivities
have been safeguarded. All participants who had requested to keep themselves anonymous in
terms of name have been respected. Nobody during the process of the study was harmed either
physically or emotionally. All participants have been informed of the research’s aim and
findings, and have been provided with identification of the researcher’s credentials with no
exaggerations claiming more than what they are.
Method
The methodology employed by this study is Survey. According to Ross (1974) a survey can be
distributed widely without considerable expense, thereby reaching a larger number of
respondents than would be possible through an interview. The fact that the inquiry is in a set
form makes it more consistent than oral questioning, which usually possesses an element of
variation. Through constructive questioning, the researcher is allowed to obtain specific
information from the respondents in order to answer the research question. Additionally the
quantitative data obtained from the surveys, allows statistical data to be displayed in tables and
graphs to ease the researcher’s ability to evaluate, discuss and make conclusions about the results
(Thomas 1999).
The following were the steps carried out during the survey study:
1. To construct a survey that would examine literature exploring the role of English in
Spain. The primary focus of the survey is to access information regarding the necessity of
English for Spanish university students.
2. To find 40 Spanish university students who are learning English at the university level.
3. To delegate the survey to each student with an explanation of the survey’s purpose.
4. To receive completed surveys, analyse them and form results.

7. 6
5. To form discussion, conclusion and inform participants about the findings.
Results and Discussion
When the survey participants were asked if they believed that Spain needed to catch up with the
rest of Europe in terms of learning English; a simple yes or no question. The entire survey
sample responded with a yes; some even revealing further information. These students revealed
that the level of English in Spain was really low and supported Reichelt (2006) who claimed only
18% of Spaniards speak, read, and write English. In particular, one student revealed that
although she believed Spain needed to catch up, the level of English in other European countries
are also low. This also confirms what Reichelt (2006) indicated by stating there are only 31% of
non-native English speakers in the European Union at large. Furthermore one student had
claimed that the level of English in Spain should already be almost bilingual, despite indicating
progression each year. In other words illustrating the interest in learning English amongst
Spaniards is ever growing.
When the survey participants were asked which of the following reasons: employment, travel,
study abroad, speaks with English speakers, global status of English or other indicated their need
for learning English; ninety percent of the survey sample had chosen more than one reason.
According to the results the main reason for Spanish university students engaging themselves in
learning English, is for the necessity of employment. Considering the global status of English
and Spain being hit hard by the economic crisis in 2008, it is not surprising to see that Spanish
university students are learning English in order to improve their employment opportunities.
Therefore the hypothesis of this study corresponds to what the majority of the responses indicate.
The second most common need for English was travel; conveying the fact that Spanish
university students are aware of English’s worldwide recognition and its convenience when
travelling to foreign countries, even if English is not that country’s first foreign language.
Furthermore this correlates with the reason of English’s global status as being the third most
selected option by Spanish university students. However, a few participants indicated other
reasons for learning English; these were the liking of the language, expanding labour borders and
the liking of English culture whether it is music, films or festivities. Overall, the results indicate
that Spanish university students have the same typical reasons for learning English such as those
mentioned by Reichelt (2006) and Seedhouse (1995), but highlight employment as the most
concerning need for learning English.

8. 7
Once again with the option of selecting more than one category, when the survey participants
were asked which of the following: to be sophisticated, to be an international mobile European,
English is the language of youth and culture, or other was their motivational reason for learning
English; fifty percent of the participants had chosen only other as their answer. Those that had
selected only other gave reasons such as the ability to increase knowledge of language and
culture, to be able to talk with people who know English, to travel, the global status of English
and to open up opportunities of work as motivational sources. From these responses it is clear
that the motivation for learning English correlates with the need of learning English. In addition
these results prove that the primary sources of motivation are not only social and psychological
as Seedhouse (1995) describes from his survey study, but also economical too.
According to the survey results, the most common value of learning English for Spanish
university students is to be able improve employment opportunities. Whether participants were
aware or not of English’s global status, their responses conveyed the message due to it is
worldwide recognition, English allows an individual to expand their life opportunities in terms of
work, leisure, and travel and also to access popular entertainment culture. Unfortunately, only a
few responses confirmed Smith’s (1997) study which stated the main prestige value of English in
Spain, is nothing more than the desire to show-off. For Spanish university students English
seems to be taken seriously generally for the expanding life opportunities with employment,
leisure, travel and culture. The following is an example of the best answer obtained from the

9. 8
Learning English as an elective
Learning English because the
degree demands it
survey study and demonstrates the importance of learning English for a Spanish university
student:
“El inglés es uno de los idiomas más importantes y más hablados del mundo, así que es
necesario saber hablarlo, escribirlo y entenderlo. Es útil para tener unas oportunidades de trabajo
más altas debido a la globalización, por el simple hecho de tener ciertos conocimientos de
idiomas y cultura general, para poder salir de España por placer o trabajo, para conocer gente
alrededor del mundo y para ocio.”
“English is one of the most important and spoken languages in the world, so it is necessary to
know it, speak it, write it and understand it. It is useful for having more employment
opportunities due to its globalization, the simple fact of having certain knowledge of languages
and general culture, to be able to get out of Spain for pleasure or work, to meet people around the
world and for leisure”
Lastly, the survey results indicate that sixty percent of the participants were learning English as
an elective, compared to the forty percent who were learning English because their degrees did
require an English proficiency. A statistic which represents Kingsley’s (2011) statement of
universities realising the importance of English and offering Spanish students to undertake
English, even if their degrees do not demand English proficiency. However, the students who
required an English proficiency demonstrated responses that varied accordingly to their degrees.
For example graphic design students claimed it was obligatory to have a level of B1 English in
order to graduate, and civil engineering students stated that more and more Spanish companies
were demanding a high proficiency of English and those who do not have this knowledge were
disadvantage in finding a job. Meanwhile other students indicated that learning English was to
access information in their technical or scientific field, for example; one student who was
studying English Studies required English proficiency for the literature and history of the
language. In contrast, the students who were learning English as an elective expressed concern
about the current employment situation in Spain and this contributed to their reason of pursuing
English. A vast majority of these students believed English would allow them to open up doors
in the labour market and possibly a future outside of the country. Despite the fact that their
degrees did not require a level of English, these students were aware of English’s global status
and expanding their knowledge of another language would favour their ability of finding
employment in another country.

10. 9
Validity, Reliability & Limitations of the Study
The research contains validity as data had been gained from Spanish university students studying
in different Spanish cities. For example all the participants were not from one particular city and
the survey included students from Valencia, Madrid, Cadiz, Leon, Santander, Barcelona, and
Zaragoza just to mention a few. The same could be said about the reliability of the research; the
study consisted of forty Spanish university students and allowed to obtain repeated results.
Although the reliability of the research could have been improved by surveying more students it
would have been very time consuming to analyse more data. There are also some limitations of
the survey as a small amount of students had forgotten to put the degree which they were
studying. Furthermore two students had not understood a question and this might have been due
to the fact of the researcher having a language barrier or the participant’s common sense. Despite
this, all the written responses were understood clearly and therefore there is good level of
validity and reliability in the research.
Conclusion
The very little work that has explored the role of English in Spain has provided a crucial basis of
information for examining the need of English for Spanish university students. This survey study
in fact supports Reichelt (2006) that the level of English in Spain is really low, with 100% of the
Spanish university students believing the country needs to, not only significantly improve its
level of English at the university level but a general implication for the population of Spain, and
Europe as well. However, given that English in Spain has only been introduced after Franco’s
rule, the interest of Spaniards in learning the language varies greatly depending on the
individual’s situation. For the vast majority of Spanish university students the interest in
engaging themselves in learning English is mainly for employment purposes. Considering the
economic crisis that Spain has been in and the staggering unemployment rate of the youth, it is
no surprise that students want to improve their employment opportunities by learning English.
However there are other purposes for learning English amongst university students which
corresponds to the typical reasons Seedhouse (1995) and Reichelt (2006) have mentioned; such
as travel, study abroad, contact with English speakers and its global status. In addition the study
has found new reasons for university students taking up English, for example; the liking of the
language, expanding labour borders and the taste of English culture. Furthermore the study has
concluded that the sources of motivation for learning English are not only social and
psychological in which Seedhouse (1995) describes, but also economical too. This seems to be
the primary source of motivation for Spanish university students taking up English and confirms
that motivation and the need for learning English correlate. Lastly, the fact that the study found
more students learning English as an elective indicates that more universities are offering
English courses in order to provide students with the opportunity to expanding their knowledge
that would favour them primarily in the labour market.

11. 10
Reference List
Berns, M. 1995. ‘English in the European Union’, In English Today, vol. 43, pp. 3-11.
Cenoz, J. and Jessner, U. 2000. ‘The Acquisition of a Third Language’, Clevedon: Multilingual
Matters, vol. 15, pp. 195-207.
Crystal, D. 2003. ‘English As a Global Language’, Cambridge University Press, New York.
Dushku, S. 1998. ‘English in Albania: Contact & Convergence’, In World Englishes, Vol. 17, pp.
369-379.
Fonzari, L. 1999. ‘English in the Estonian Multicultural Society’, In World Englishes, Vol. 18,
pp. 39-48.
Kingsley, J. 2011. ‘English Language Market Report: Spain, A Report Prepared for the UK’s
English Language Sector, British Council Report, London.
Reichelt, M. 2006. ‘English in Multilingual Spain’, English Today, Vol. 22, pp. 3-9.
Seedhouse, P. 1995. ‘Need Analysis & the General English Classroom’, ELT Journal, Vol. 49,
No. 1, pp. 59-65.
Smith, R. 1997. ‘English in European Spanish.’ In English Today 52, 13 (4), pp. 22–26.

12. 11
Appendix: Survey Examples
Soy Tolga Ilbay estudiante de intercambio procedente de la Universidad de Tecnología-Sídney.
Estudio Gestión del Deporte y Ejercicio y Estudios Internacionales. Una de mis trabajos de
investigación es explorar: ¿Por qué el inglés se ha convertido en destreza lingüística de necesidad
para los estudiantes universitarios? Vuestra colaboración será altamente valorada.
Muchas gracias
1. Nombre/Anónimo: Ana
2. Edad: 20
3. Ciudady Región:Valencia
4. Titulo/BachillerLicenciatura yFacultad:Comunicación Audiovisual enlaUniversidad
Politécnicade Valencia
5. Marca cualquierade lassiguientescategoríasque indicanpor qué aprendes inglés.
 Empleo
 Viaje
 Estudiaren el extranjero
 Contactarcon anglohablantes
 Posición mundialdel inglés
 Otro:
6. ¿Crees que Españanecesita ponerse al díacon el resto de laEuropa con respecto a aprender
inglés?¿Sí o No?: Si
7. Marca cualquierade lassiguientes opciones que te ha/han motivado aaprender inglés.
 Ser visto sofisticado/a
 Ser europeo/a con presencia internacional
 El inglés es el idioma del entretenimiento y de la juventud
 Otra:aumentarmisidiomas
8. En tu opinión,¿cuál es el valor de aprender inglés?:No entiendoa que te refieres
9. Marca unade lasdos opcionesque describetu necesidadde aprender inglésy responde a las
preguntas.

13. 12
A) Estoy aprendiendo inglés porquemibachiller/licenciatura exige competencia en inglés. Si
esa declaración es verdadera,¿Porquéesel inglés importanteen tusestudios?:
B) Estoy aprendiendoel ingléscomomateria optativa.Si esa declaraciónes verdadera,¿Por
qué piensasque el ingléses importante para un/unaestudianteuniversitario/a?:Porque
te permite ampliartusestudiosen el extranjero,poder tener la opciónde acceder a un
trabajomejor o en el extranjero.Además losidiomassiempre enriquecena las personas
ampliandosusconocimientosyhorizontes.
Soy Tolga Ilbay estudiante de intercambio procedente de la Universidad de Tecnología-Sídney.
Estudio Gestión del Deporte y Ejercicio y Estudios Internacionales. Una de mis trabajos de
investigación es explorar: ¿Por qué el inglés se ha convertido en destreza lingüística de necesidad
para los estudiantes universitarios? Vuestra colaboración será altamente valorada.
Muchas gracias
1. Nombre/Anónimo: Anónimo
2. Edad:22
3. Ciudady Región:Cádiz(Andalucía)
4. Titulo/BachillerLicenciatura yFacultad:Bachiller
5. Marca cualquierade lassiguientescategoríasque indicanpor qué aprendes inglés.
 Empleo X
 Viaje
 Estudiaren el extranjero
 Contactarcon anglohablantes
 Posición mundialdel inglés
 Otro:
6. ¿Crees que Españanecesita ponerse al díacon el resto de laEuropa con respecto a aprender
inglés?¿Sí o No?: Para tener más oportunidadesdetrabajo
7. Marca cualquierade lassiguientes opciones que te ha/han motivado aaprender inglés.
 Ser visto sofisticado/a X
 Ser europeo/a con presencia internacional
 El inglés es el idioma del entretenimiento y de la juventud

14. 13
 Otra:
8. En tu opinión,¿cuál es el valor de aprender inglés?:Salidaprofesional
9. Marca unade lasdos opcionesque describetu necesidadde aprender inglésy responde a las
preguntas.
C) *Estoy aprendiendo inglésporquemibachiller/licenciatura exige competencia en inglés.Si
esa declaración es verdadera,¿Porquéesel inglés importanteen tusestudios?: Bajo mi
punto devista,el inglés es un idioma importantepara el estudio porquelasempresasen
España cada vezlo están exigiendo mas,y es una forma dedescartara personasqueno lo
sepan
D) Estoy aprendiendo elinglés como materia optativa. Siesa declaración es verdadera,¿Por
quépiensasque el inglés es importante para un/una estudianteuniversitario/a?:
Soy Tolga Ilbay estudiante de intercambio procedente de la Universidad de Tecnología-Sídney.
Estudio Gestión del Deporte y Ejercicio y Estudios Internacionales. Una de mis trabajos de
investigación es explorar: ¿Por qué el inglés se ha convertido en destreza lingüística de necesidad
para los estudiantes universitarios? Vuestra colaboración será altamente valorada.
Muchas gracias
1. Nombre/Anónimo:
Jorge García.
2. Edad:
22 años
3. Ciudady Región:
Ponferrada,León
4. Titulo/BachillerLicenciatura yFacultad:
IngenieríaCivil,EscuelaTécnicaSuperiorCaminosCanalesyPuertos,Santander(Cantabria).
5. Marca cualquierade lassiguientescategoríasque indicanpor qué aprendes inglés.
 Empleo Sí
 ViajeSí
 Estudiaren el extranjero
 Contactarcon anglohablantesSí
 Posición mundialdel inglés Sí
 Otro:

15. 14
6. ¿Crees que Españanecesita ponerse al díacon el resto de laEuropa con respecto a
aprender inglés?¿Sí o No?:
Sí.
7. Marca cualquierade lassiguientes opcionesque te ha/han motivado aaprender inglés.
 Ser visto sofisticado/a
 Ser europeo/a con presencia internacionalSí.
 El inglés es el idioma del entretenimiento y de la juventud Sí
 Otra:Conocerotra cultura y otra lengua.
8. En tu opinión,¿cuál es el valor de aprender inglés?:
Poderdesplazarte porel mundosinmiedoanohablar el idiomade destino.
9. Marca unade lasdos opcionesque describetu necesidadde aprender inglésy responde a
laspreguntas.
E) Estoy aprendiendo inglés porquemibachiller/licenciatura exige competencia en inglés. Si
esa declaración es verdadera,¿Porquéesel inglés importanteen tusestudios?:
Hoy en día el mercado laboralseestá globalizando,porlo queun conocimiento delinglés es
primordialpara la búsqueda detrabajo.
F) Estoy aprendiendo elinglés como materia optativa. Siesa declaración es verdadera,¿Por
quépiensasque el inglés es importante para un/una estudianteuniversitario/a?: