Abstract
This work presents the case for using native-like language and learning networks in the classroom-based teaching of foreign languages and suggests how this might be done for EFL lessons. Networks i...
Highlights
All humans use language in the same way (Calude & Pagel, 2011; Fitch, 2011; Kemp & Regier, 2012): language is what humans do
We are still unable to facilitate development of proficiencies in the foreign language classroom that are close to those native children are able to develop in a very short time, and a great deal of progress has been made in the last couple of decades or so to meet unknowns, much of the work in the aforementioned fields has not found its way into the foreign language classroom in the form of teaching practise
Lesson plans have been suggested that purport to facilitate learning in a more native-like way in classroom-based English as a Foreign Language (EFL) lessons, and thereby aid retention, recall and communication skill
Summary
All humans use language in the same way (Calude & Pagel, 2011; Fitch, 2011; Kemp & Regier, 2012): language is what humans do. This paper is the result of research aiming to identify how native-like syntax-learning processes can be better replicated and incorporated into lessons. These lessons are designed for university students on compulsory courses, with lower levels of proficiency, who have already been the recipients of many years of formal, classroom-based, English as a Foreign Language (EFL) tuition, but who have never developed any communicative competence the method could well be used with children starting their foreign language education. The work presented here suggests ways to incorporate network-based methods to better build form-meaning pairings in the classroom, and is useful for foreign language teachers as it suggests lessons plans for the purpose. Networked systems pervade nature, including brain structure and function, and language
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