Foreign Language Teaching and Learning

Abstract

Foreign language learning and teaching have undergone a significant paradigm shift from traditional teacher-centered to a learner/learning-centered environment. Historically language teaching was described in terms of what teachers did in the classroom. In the 1960s and 1970s foreign language research redirected the focus from factors external to the learner to factors inside the mind of the learner. Studies focused on the impact of social, cognitive, and environmental factors on language achievement and proficiency. These studies revealed that foreign language acquisition is a complex, multidimensional process. Relying on language theories, research findings and experiences, language teachers and educators developed teaching strategies and created learning environments that engaged learners in active and interactive communicative language activities. A shift in foreign language pedagogy from a specific foreign language method to one of measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to one who guides learning tasks in a classroom environment designed to meet the cognitive and affective needs of the learner.