COMPARATIVE ANALYSIS, EVOLUTION, TENDENCY AND PERSPECTIVES. Input-rich communicational environments are a prerequisite for language learning. Inputs include textbooks, learner-chosen texts, and class libraries allowing for a variety of genres: print (for example, Big Books for young learners); parallel books and materials in more than one language; media support (learner magazines/newspaper columns, radio/audio cassettes, TV programs, computer software, the Internet); and ―authentic‖ materials. The language environment of disadvantaged learners needs to be enriched by developing schools into community learning centers. A variety of successful innovations exist that needs exploration and encouragement. Approaches and methods need not be exclusive but may be mutually supportive within a broad cognitive philosophy (incorporating Xxxxxxxxxx, Xxxxxxxxx, and Piagetian principles). Higher-order skills (including literary appreciation and the role of language in gendering) can be developed once fundamental competences are ensured. For all this happens we need a new way to teach, we need more motivated and well prepared teachers in technology management too. Also, we need an English laboratory in every school or high school. If this is not possible, at least we need to have one of those labs in the center of an area where one school could be the nucleus (center) of every four or five institutions. But, we must do the positive change. In Xxxxxxx city and its zone of influence is going to be a feasible project because principals and teachers of those institutions maintain a nice friendship and they are very united. If we can handle that proposition, we need to start as soon as possible to get a new perspective of the English teaching and learning process, not only in our hometown but in the whole country.
COMPARATIVE ANALYSIS, EVOLUTION, TENDENCY AND PERSPECTIVES. The analyzed results of the interview and surveys have a strong relation, the students’ dissatisfaction of the institution is demonstrated for the poor development of English language teaching-learning process as a second language, in view of the little orientation and preparation that receive the teachers in the university that rebounds in their students whose result is reflected in the low quality of the acquired skills. On the other hand it is associated the fact that teachers, in the area of languages are not properly prepared to face the technological advances and the appropriate use of the TIC in the education, diminishing in that way the quality of teaching and the impossibility of integrating students to this modern process. Another problem is the lack of laboratory of languages where the students can practice the exercises that allow them to improve their communication skills. Therefore, it is necessary that teachers apply new strategies and/or methodology, and introduce in their work plans the correct use of the audiovisual resources to obtain better results and motivate in the students the vehement desire to work with happiness and motivation in the learning process of this important language. It is since perseverance of the necessity of the implementation of the audiovisual resources in the development of a program of acquisition of a second language.
