Current Research in Language Acquisition
Current research in language acquisition is very exciting. Much of this research has been available for over 25 years. Foreign language instruction in schools has experienced a very slow transition to teaching methods which are based on proven research. This latest research shows the power of what is referred to as "comprehensible input". The new language is the "input" and in order for the brain to properly process it to be used for communication, the input must be comprehensible.
Language Learning versus Language Acquisition
Language learning is the old term used to define learning anything about a language (a few nouns, verbs, etc.). The person who says that he or she took 2 years of French and can only say "Marie va à la bibliothèque" was a victim of language learning. Language learning may result in a student being able to pass a teacher's test or earn a good grade but it rarely results in true communication.
Language acquisition is the new term used to define language "learning" which is based on proven, brain-friendly, research based methods. Language acquisition results when the learner is able to use the language in communication, which includes the 4 skills of reading, writing, listening and speaking. There is also a cultural component since language and culture are interwoven.
By comprehensible, we mean making associations with something physical or emotional.
*example: to teach "run", children could run in place while the teacher says the word in French. Then, the teacher uses the new word in context to ask a series of questions. These questions may include:
"Do you run when you play soccer?"
"Do you run or walk when you play soccer?"
"Do you wear tennis shoes when you run or do you wear boots when you run?"
It is very important for the teacher to use the new word in context many times. Passive skills, such as reading and listening precede the active skills such as writing and speaking. In order for the new word to be stored in long-term memory, a person may need to read or hear (passive skills) it 5 - 75 (or more) times. The number of times a person needs to read or hear the word (to be stored in long-term memory) depends largely on the emotional or physical association that is made. As the word becomes stored in long-term memory, it is much easier for the learner to use it as an active skill (writing or speaking).
Like all learning situations, the environment must be very low anxiety. If a student feels stressed, embarrassed or any other negative emotion, he or she will not retain the information. We will make the environment fun by doing many different activities. When students do not understand something, they are to use a gesture or signal, which we have established in class. It is important for students to ask questions when they do not understand. It is important for students or parents to communicate to me when/if they are feeling uneasy or stressed.
For language acquisition to occur most effectively, there should not be too many new words used together when reading or listening. When reading, research shows that reading comprehension is best when the reader knows at least 98% of the words. When there are more than 5% of the words that are unknown to the child, the text becomes "noise". In order for children to build their reading comprehension skills, texts will be carefully written and chosen. The goal is always for students to be able to read authentic material (material naturally found in the foreign culture). However, we progress in small, attainable steps in this direction.
Techniques and methods that are still being used, which are very outdated and ineffective are:
The teacher speaks the foreign language and expects children to "catch on". When the child doesn't understand, the teacher just speaks louder.
The teacher requires children to memorize lists and flashcards with little or no exposure to the written or spoken language. Then, the teacher expects the children to read, write, speak and understand the new words. Flashcards and lists are okay when they children have had very good exposure to the spoken and written language.
The teacher believes that there is success when students pass the test or earn a good grade in the class. If the goal is communication, classroom activities and goals should be to communicate in reading, writing, listening and speaking. Many teacher-made tests do not have true communicative test items. There are few very good standardized tests for foreign language communication. To test spoken communication in the most authentic way possible, a teacher should have an interview with a student. There are such tests (ACTFL oral proficiency exam) but it is very expensive and most teachers who administer it are college professors.
Language Learning versus Language Acquisition
Language learning is the old term used to define learning anything about a language (a few nouns, verbs, etc.). The person who says that he or she took 2 years of French and can only say "Marie va à la bibliothèque" was a victim of language learning. Language learning may result in a student being able to pass a teacher's test or earn a good grade but it rarely results in true communication.
Language acquisition is the new term used to define language "learning" which is based on proven, brain-friendly, research based methods. Language acquisition results when the learner is able to use the language in communication, which includes the 4 skills of reading, writing, listening and speaking. There is also a cultural component since language and culture are interwoven.
By comprehensible, we mean making associations with something physical or emotional.
*example: to teach "run", children could run in place while the teacher says the word in French. Then, the teacher uses the new word in context to ask a series of questions. These questions may include:
"Do you run when you play soccer?"
"Do you run or walk when you play soccer?"
"Do you wear tennis shoes when you run or do you wear boots when you run?"
It is very important for the teacher to use the new word in context many times. Passive skills, such as reading and listening precede the active skills such as writing and speaking. In order for the new word to be stored in long-term memory, a person may need to read or hear (passive skills) it 5 - 75 (or more) times. The number of times a person needs to read or hear the word (to be stored in long-term memory) depends largely on the emotional or physical association that is made. As the word becomes stored in long-term memory, it is much easier for the learner to use it as an active skill (writing or speaking).
Like all learning situations, the environment must be very low anxiety. If a student feels stressed, embarrassed or any other negative emotion, he or she will not retain the information. We will make the environment fun by doing many different activities. When students do not understand something, they are to use a gesture or signal, which we have established in class. It is important for students to ask questions when they do not understand. It is important for students or parents to communicate to me when/if they are feeling uneasy or stressed.
For language acquisition to occur most effectively, there should not be too many new words used together when reading or listening. When reading, research shows that reading comprehension is best when the reader knows at least 98% of the words. When there are more than 5% of the words that are unknown to the child, the text becomes "noise". In order for children to build their reading comprehension skills, texts will be carefully written and chosen. The goal is always for students to be able to read authentic material (material naturally found in the foreign culture). However, we progress in small, attainable steps in this direction.
Techniques and methods that are still being used, which are very outdated and ineffective are:
The teacher speaks the foreign language and expects children to "catch on". When the child doesn't understand, the teacher just speaks louder.
The teacher requires children to memorize lists and flashcards with little or no exposure to the written or spoken language. Then, the teacher expects the children to read, write, speak and understand the new words. Flashcards and lists are okay when they children have had very good exposure to the spoken and written language.
The teacher believes that there is success when students pass the test or earn a good grade in the class. If the goal is communication, classroom activities and goals should be to communicate in reading, writing, listening and speaking. Many teacher-made tests do not have true communicative test items. There are few very good standardized tests for foreign language communication. To test spoken communication in the most authentic way possible, a teacher should have an interview with a student. There are such tests (ACTFL oral proficiency exam) but it is very expensive and most teachers who administer it are college professors.