Abstract

This research aims to explain how Ecuadorian students of higher education learn English. The grammar-translation method helps Spanish-speaking students learn English more efficiently. These students try to connect their native language with the second language based on what they want to express, and this connection deals with neurolinguistics. The teacher must provide an efficient explanation so that the students can develop an activity, which is why the grammar-translation method was an important part of the learning process. When the students got the idea of the grammar point, they could develop language skills like reading, listening and producing the language by writing and speaking. Therefore, grammar translation is just the first step in teaching development. This process was applied with Level B1 students of Universidad Nacional de Chimborazo, who could improve their knowledge in using English as a second language and being sure about what they understood, the students could demonstrate what they learned through written and spoken reports. This work was based on qualitative and quantitative method, the analysis of the grammar points presented in level B1 topics and the examples applied both in English and Spanish. It also explains how the students developed the activities and the results they achieved. The real point is what the students think and feel about learning English by translation.

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