In today's globalized world the importance of English language is beyond discussion. The thrust and focus of all the existing English language teaching theories, approaches and methods is to enable teachers and learners attain optimum success in the teaching and learning of English language. In spite of using all these resources in teaching, English language learning seems a difficult task to be mastered by learners. The contemporary models of communicative competence show that there is much more to the learning of a language and that include the vital component of learners cultural knowledge and awareness. Hence, this article by means of a qualitative descriptive approach aims to explore two concepts: intelligence and experience, and their interconnectedness, which opens new avenues to the teaching of English language.

The teaching of a second language, especially English, seems to be on the raise given the importance of today´s globalized world. This article, an empirical study, was carried out through a survey with close-ended questions and text development, applied to two Chilean schools. The aim of the investigation was to recognize the fragmentation that occurs in the learners' process of acquiring English language, by measuring the use of words and integration of vocabulary, writing and the use of idioms. Theoretically it is assumed that postmodernism is a reality in today´s society, with its characteristics of individualism, fragmentation and atomization of knowledge. The results showed that among those surveyed, there is a lack of developed and applied vocabulary, as well as deficiencies in the idiomatic development, as a result of the atomization and fragmentation of knowledge.