Second and foreign language acquisition: Recent theories and teaching methodologies (A discussion)

Type :

Term papers

Pages :

9 pages

Format :

.doc

Published date :

04/26/2009

Category :

Social studies

Sub category :

Educational studies

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Summary :

Introduction
The contexts in which students are best able to learn a second language
The crux of the theoretical, or paradigm shift in language
The specifics of socio-cultural interpersonal address
Three stages of anxiety
Learning grammatical structures and rules
second language acquisition literature: Deficient communicators
Problems that can exist in classes with large multicultural non-English first language population
Conclusion
Works cited

Abstract

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.