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FACTORS OF FOREIGN LANGUAGE ACQUISITION

How to Teach or Learn a Foreign Language: Strategies from Applied Research

Kevin Stine - Tufts University

INTRODUCTION

This project is a literature review with a purpose: to provide hands-on strategies for foreign language learners and teachers based on research in psychology, education, and second language acquisition.

TEACHER STRATEGIES

Department of German,

Russian, and Asian

Languages and Literatures

LEARNER STRATEGIES

SUMMARY OF THE PROJECT

FIND YOUR LANGUAGE LEARNING STRATEGY:

OTHER LANGUAGE GUIDES:

Dörnyei: “Motivational Strategies in the Language Classroom” (2001)
Brown: “Breaking the Language Barrier” (1991)

REFERENCES

CONTACT INFORMATION:

Kevin Stine

kstine93@gmail.com

FOREIGN

LANGUAGE ACQUISITION

PERSONALITY

LEARNING STYLE

COLLABORATION

Setting specific goals linked to higher performance than setting no goals (Dosset, Latham, & Mitchell, 1979)

Experiencing positive emotions is linked to greater motivation to learn (Rowe, Fitness, & Wood, 2015)

Research in psychology, education, and second language acquisition cite common factors that are consistently shown to be important in foreign language learning.

Teaching and learning strategies based on research in psychology and education can improve learning inside and outside of the classroom.

By understanding the factors that affect foreign language learning, as well as strategies that can positively impact learning, teachers and students of foreign languages can enjoy greater language learning success both independently and in foreign language classrooms.

+ Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73(1), 1-13.

+ Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25(1), 65-81.

+ Dörnyei, Z. (2001). Motivation strategies in the language classroom. Ernst Klett Sprachen.

+ Dossett, D. L., Latham, G. P., & Mitchell, T. R. (1979). Effects of assigned versus participatively set goals, knowledge of results, and individual differences on employee behavior when goal difficulty is held constant. Journal of Applied Psychology, 64(3), 291.

+ Rowe, A. D., Fitness, J., & Wood, L. N. (2015). University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education, 28(1), 1-20.

+ Walker, R. J. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, Quasi-Research Study of in-service and pre-service teachers' opinions. educational HORIZONS, 61-68.

GOAL-SETTING

ATTITUDE

OBJECTIVE

DIFFICULTY

LANGUAGE EGO

ANXIETY

SOCIALIZATION

MOTIVATION

MAINTENANCE

Personality Types (MBTI) are correlated with specific, optimal learning strategies (Ehrman & Oxford, 1989)

Group cohesion and positive socialization are correlated with high rates of goal achievement (Dörnyei & Malderez, 1997)

Teachers who create positive and safe learning environments are most successful in motivating students to learn (Walker, 2008)

Motivation is consistently cited as the most important factor in foreign language learning (Dörnyei, 2001)

1. Maintain your motivation

Reward yourself for reaching small goals
Study subtopics that interest you, such as travel, history, or literature
Study in a way that makes you happy

2. Set specific, yet attainable goals

Think about what end goal you want to reach. How do you want to use this new language in the future?
Set small goals that lead up to the achievement of your end goal.
Create a plan for reaching these language goals.

4. Consider your needs as a learner

How do you learn best?
How much structure do you like to work with?
Focus on using the language learning resources that work best for you.

1. Create a structured and positive classroom

Set and maintain high academic and behavioral expectations of students
Create a welcoming atmosphere where students feel comfortable reaching outside their comfort zones

2. Develop students’ can-do attitude

Share your own passion for the foreign language and why you value it
Help students to realize the worth of multilingualism and create learning goals

3. Consider students as individuals

Make an effort to understand students’ individual learning styles, personalities, and interests.
Consider the anxiety and fragile egos that can affect novice language learners

GENERATION

ENVIRONMENT

INDIVIDUAL DIFFERENCES

Guessing when information is incomplete

Previewing Lessons and Using Self-Discipline

Finding Alternate Ways to Express Meaning

Making and Testing Language Hypotheses

Learning Alongside Peers

EXTRAVERSION

INTROVERSION

INTUITION

JUDGING

FEELING

PERCEIVING

MBTI Type

Learning Strategy

Adapted from Ehrman & Oxford (1989)

RISK FACTORS

RESOURCES