The classroom
Studies show that the most effective language programmes are both input and output oriented. When learners are able to use the language in communicative contexts and receive meaningful feedback their chances of successful language acquisition are dramatically improved. While the traditional classroom environment works for some it is typically in spite of the environment, rather than because of it. With one completely fluent instructor and dozens of classmates, the potential for meaningful two-way authentic communication is
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minimized. Often learner exercises are limited to feedback from other learners who have yet to obtain the fluency required to adequately assess others or help them.
Another issue in language learning is the qualification of many teachers worldwide, who either lack fluency in the language they are teaching or a sufficient pedagogical understanding of how to foster language development. This leads well into the discussion of motivation as we find a huge variance of language mastery in English between countries that mandate it as a subject taught. The degree of affluence of the country does not appear to be a positive determining factor for fluency, but rather motivation and approach.
LEARNER ENGAGEMENT
Classroom settings have shown to be less effective than "in the wild" engagement which is more personal, creating implicit memories that help to deeply embed a language. The more aural and visual experiences one has in language the greater the opportunity to build up “real world” fluency which benefits us in our day-to-day interactions. The majority of these interactions rely on unconscious recall, rather than conscious recall yet the latter is more catered to in traditional language learning.
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While full immersion in another language may be ideal it is often far from practical for most. For this reason, computer-based applications have been heavily utilized over the last two decades. While useful, application technology has never been able to effectively replicate the interactive experience of meaningful input and output exchanges.
Technology Applications
To date, the vast majority of language learning applications have been based on models for other academic subjects, such as mathematics. The use of “adaptive technology” in this context has been limited in that it has been used to create learning paths via pre-determined content. Rather than focus on building a learner’s listening, reading, speaking and writing skills this technology almost exclusively works on advancing one’s knowledge of language systems, such as vocabulary and grammar. While the latter is important it falls far short of delivering the authentic language learning experience that results in fluency. The reality is that these applications, which often purport
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to be using “adaptive technology”, are much closer to the printed books that they have been billed as superior to than most realize.