2.9
| Author | Frasca, P. |
Title | “Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching. |
Language | English |
| Date | 2016 |
| Full references | Frasca, P. (2016). “Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching, Nouvelle Revue Synergies Canada 9. |
Abstract | Foreign language didactics is a field which, notwithstanding the many centuries of application and development, is still very methodologically problematic. Statistics clearly show that, in certain countries, the educational system provides foreign language instruction that is not apt and does not deliver effective linguistic competence; a few methods, however, have been developed to contravene this problem. In the specific case of Italy, a country which is renowned for its general monolingualism, Associazione Culturale Linguistica Educational (ACLE) has developed an innovative language teaching method (Rational, Emotional, Affective Learning) to attempt to fill the lacunae of the Italian school system, especially in regards to the teaching of English as a foreign language. This paper seeks to briefly outline the REAL method and its applications, describe its affinity to didactic and cognitive theories, and speculate on its potential effectiveness. |
Key words | Language education, immersion, REAL, ESL |
Other interesting information | "Several research studies (namely, Damasio’s Descartes’ Error, cited by A.C.L.E.) show that emotions are closely connected to learning and cognition, and that they are essential to rational thinking and to common social behaviour. In a Foreign Language Learning or Second Language Acquisition setting, this is especially true since a foreign language does not become relevant or applicable to the real world until it is used to express one’s thoughts, emotions, and feelings or to recognize and comprehend another’s in a code that is different from one’s own native language and for a purpose that is of significant importance to the speaker (such as successful communication). Language also has a close relationship with survival—the thoughts that are verbalized through language are often desires or reactions to surrounding environments and circumstances. We utilize language in order to efficaciously function in a specific situation. There is a definite shortcoming on the part of institutions that teach foreign languages when it comes to the positive exploitation of emotional intelligence and survival needs as leverage in order to achieve successful learning goals.’’ |
Interest for the project | 4/5 |
| Contributor´s name + email | Stéphanie Barillé - stephanie@unak.is |