This paper will cover two areas related foreign language learning. The first area to be explored is theories of second and foreign language acquisition. The second is foreign language teaching methodology. The two are interrelated, as theory can be applied to actual classroom practice. Another point that will be discussed is the relationship between theory and practice, i.e. whether the methodology of teaching corresponds to or differs from the recent theories in this field. In particular the paper will focus on a few key areas: the use of 1st language in 2nd language acquisition, the role of play (or multiple learning and teaching approaches) to 2nd language acquisition, and cultural-context of learners and language being learned as important to deep, active contextual learning, i.e. external as well as internal learning strategies. (Belz, 2002)
Recent theory focuses on the contexts in which students are best able to learn a second language most thoroughly, proficiently and deeply. As Kinginger and Belz (2005) write, new technologies, such as using computer interface to correspond with foreign language speakers when learning a second language, is seen as efficacious, similar in intent to the invitation of foreign language speakers as guests into classrooms.
[...] Yet, as Kim and Rissel note, most teachers surveyed have little experience thinking or teaching using these theories or the methodologies that stem from them. (Kim and Rissel: 76) As Kinginger and Belz contend, learning a language is not simply phonics or comprehension. Instead, “Language education is framed as a process of enhancing learners' communicative resources as they are formed and reformed in the very activity in which they are used (Lantolf & Thorne, in press). Crucially, the learners in question are understood as people, whose motives have been and will continue to be shaped by their individual history of participation in related activities (Lantolf & Pavlenko 2001). [...]
[...] Among the questions they ask are whether high anxiety in the learning stage points to difficulties in individuals in being able to learn a foreign language. (Onwuegbuzie, Bailey, Daley, 87) The students identified, in general, with higher levels of anxiety in 2nd language acquisition tend to be “older, high academic achievers” who have never traveled to a foreign country before, had no previous 2nd language instruction experience, and had a low self concept with regard to ability to master the new language. [...]
[...] Studies of deaf people and language learning, he notes also shows how gesture can be a sensual means of both learning and teaching of foreign languages, associating words with gestural patterns. (Schiffler: 329-330) However, the language leaner could consciously harness the use of mnemotechniques, as one method, of increasing memory store and possibly, by extension, decreasing anxiety through the development of specific tools that could aid in focusing on the task rather than on possibilities of failure. Schiffler maintains that the research and the practice do not correspond; that there is a lack of visual references in books or in courses which could enhance foreign language learning. [...]
[...] The application of theory and method in both study and practice of foreign language acquisition could therefore be said to be on the brink of realizing the nature of multi-sensual play in addition to grammar rote or phonic drill as more organic ways of actually learning deep structures of language with less anxiety. Works Cited Belz, J. (2002) “Second Language Play as a Representation of the Multicompetent Self in Foreign Languages” Journal of Language, Identity and Education, Vol no pp 13-39 Chomsky, N. [...]
[...] (Shearer, 2004) These kinds of holistic educational theories could be introduced to 2nd language teaching using methodologies that combine awareness of socio- cultural dimensions (of the culture being studied and the locations of the students) with learning strategies that approximate play and active immersion. As Belz (2002) notes, creative methods of second language acquisition have until recently been seen as wrong or not serious enough. L1 use typically is considered detrimental to L2 acquisition; L2 play is a superfluous activity that detracts from the serious business of language learning; analyst-sensitive examinations of learner-internal mechanisms in the process of SLA are emphasized over learner-sensitive studies of the language-learner's identity in socio-cultural context.” (Belz: 13) She discusses recent studies that offer evidence that 1st language may help in learning a 2nd language; that play in the 2nd language may help acquire language skills, and points to studies showing the importance of social context applications, for example in the case of Canadian immigrants learning ESL more successfully. [...]
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