Influencia Del Estrés En El Proceso De Aprendizaje Del Idioma Inglés En La Academia De Guerra Aérea

The stress of students of English Course Academy Air War affect language learning. In the study group, involving military personnel and civil servants, with or without an advanced degree, aged between 30 and 50 years old, female and male. Quantitative study – nonexperimental- correlational. The instruments used are ALCPT test that measures the English language and the stress test Barraza (2008), and applied as a pre and post test for both variables. According to the results, the variables are related, because high English learning existed in the group with low stress. Stress levels are within the range slightly in the pretest and posttest increase in the moderate range. Evidenced high percentage of use of coping strategies to counteract the effects of stress. Regarding the level of English the group started with low and reached high levels. These results indicate that to some extent, mild to moderate levels of positive stress, enhance language learning in adults. We conclude that positive stress promotes English language learning. It is important to reduce stress levels in the classroom, to avoid negative effects on learning. It is proposed to base the teaching of English in the military context of neuroscience approach, in order to obtain meaningful learning through the appropriate use of methodologies that combine the mind, brain and education.