Evolution of Language Learning Perspectives: From Imitation to Interaction
- DOI
- 10.2991/978-2-38476-214-9_31How to use a DOI?
- Keywords
- language learning; language acquisition; pedagogical theories; autonomy; high-challenge classrooms; Correct Feedback (CF); Sociocultural Theory
- Abstract
This reflective analysis explores the transformation of perspectives on language learning and teaching methodologies throughout a semester of study. It investigates the shift from initial beliefs to evolved understandings, highlighting three specific areas of change. The study focuses on the transition from imitation-based learning to interaction-driven language acquisition, emphasizing the significance of pedagogical theories such as Communicative Language Teaching (CLT), Sociocultural Theory, Interactionist Theory, Krashen's i + 1 Hypothesis, and the role of Correct Feedback (CF). The paper underscores the importance of preserving students' autonomy, the benefits of high-challenge and high-support classrooms, and the multifaceted nature of feedback in language learning. These reflections provide valuable insights into the complex process of language acquisition and pedagogical approaches, enriching the understanding of language education.
- Copyright
- © 2024 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Jingyu Lyu PY - 2024 DA - 2024/02/21 TI - Evolution of Language Learning Perspectives: From Imitation to Interaction BT - Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023) PB - Atlantis Press SP - 241 EP - 247 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-214-9_31 DO - 10.2991/978-2-38476-214-9_31 ID - Lyu2024 ER -