Foreign Language Teaching and Learning

Foreign Languages: Future Directions
One area that remains controversial in the world of foreign 
and second language teaching today is the question: Is na-
tive-like attainment a necessary or desirable goal in the global 
world we live in today? In the field of English as a Foreign 
Language (EFL), the question of whether speakers should con-
form to native speaker norms of English in light of its increas-
ing use in international contexts has been widely debated in 
recent years (Timmis, 2002). In light of this issue many schol-
ars in the field have raised the question of why native speaker 
communities are most often a model for learners of English as 
an international language. In reaction to this, a deluge of terms 
have been developed (e.g., Global English, International Eng-
lish, International Standard English, World English, or World 
Englishes) some of which challenge the idea that only native 
speaker community varieties are valued (McArthur, 2001). 
Proponents of the term ‘Global Englishes,’ for example, pro-
mote the idea that English belongs to all who use it, however 
they use it (p. 4).
Another important direction in research that requires more 
attention is use and effect of computer technology on foreign 
language learning. As classroom tasks become more focused 
on real-world issues, texts, or events, and problem-solving-
based tasks, technology introduces a new dimension to the 
teaching and learning process that incorporates the use of so-
cial media such as Facebook, Twitter, Skype, Voice Thread, 
and others. Digital media allows students to manipulate learn-
ing materials and language at their own pace and according 
to individual needs. Students examine reports, authentic doc-
uments, and web pages to find information that can be syn
-
thesized and discussed later and can collaborate electronically 
with youth from around the world. In such a learning environ-
ment the role of the teacher changes from one of authority fig
-
ure or expert who delivers knowledge to one who facilitates, 
guides, and supports student learning. The teacher assumes 
greater responsibilities in designing and supporting individ-
ual and personalized learning tasks. This has tremendous im-
plications for teacher educators and teacher trainers to act as 
agents of change as they foster language learning through the 
use of public pedagogy and critical media literacy. One of the 
most effective research methodologies that emerged in the 
last few years has been action research. Inquiring into one’s 
own instructional practices through classroom-based investi-
gations, teachers actively contribute to the research endeavor 
and change practices based on findings. Such research prom
-
ises to improve teaching practices that are of interest to both 
researchers and teachers.
Methodologically classroom-oriented research has been 
largely conducted within the framework of correlational ap-
proaches, case studies, survey research, ethnographic research, 
experiments, and discourse analysis (Johnson, 1992). While 
the choice of research method is largely determined by the na-
ture of the research question to be investigated, or by the hy-
pothesis to be tested, thoughtful combinations of qualitative 
and quantitative research on foreign/second language learn-
ing conditions will provide valuable insights into language 
acquisition processes. Greater use of qualitative and mixed 
methods investigating students in their classrooms with spe-
cial attention to cultural, situational, and longitudinal contexts 
is needed and recommended. As foreign language research 
draws on related disciplines (psychology, psycholinguistics, 
neurobiology, neurolinguistics, sociology, and linguistics) to 
better explain conditions that lead to greater language profi
-
ciency and differential success among foreign language learn-
ers, a deeper understanding of how languages are acquired 
and consequently how they should be taught will be gained. 
Furthermore, as learning and teaching innovations continue 
to be tested and researched, new insights will be gained that 
will influence teaching practices globally. 
See also: Chomsky, Noam (1928–); Communicative Compe-
tence: Linguistic Aspects; Language Acquisition; Multilingual-
ism; Second Language Acquisition; Teacher Education; Vy-
gotsky’s Sociocultural Theory.