Challenges in Tertiary Language Learning
Foreign language learning (FLL) has changed markedly since it moved to the frontline of scientific interest after the Sputnik shock of the 60s. During the intervening years, we have seen attempts to systematise the learning process by establishing hierarchies of difficulty of language, both in terms of linguistic complexity and learnability. There have been other points of access to solve the conundrum of how language learning works: the focus on the learners, for example, seeking to establish the role of affect, motivation, learning styles, learning strategies and individual differences. The third factor in the equation is the role of the teacher and the question of appropriate methodologies for instructed learning.
Despite the plethora of interesting research results in all of these areas, the language learner in tertiary education, the cognitively sophisticated, linguistically-advanced and results-driven learner, who has already studied the FL extensively at school, has been largely ignored. Learners in this category are language majors or specific purpose language learners in the C1 to C2 bands of the Common European Framework of Reference (CEFR). In the past, this group of learners would have been sent abroad to polish up their language skills, but this is not always possible and, moreover, there is evidence that this kind of immersion is not always successful in terms of language gain.
The CEFR, while clarifying levels of proficiency, is a somewhat ambiguous tool to operate with. Though it calls for democratisation and learner autonomy (cf. Little 2011), its aims have been somewhat subverted by international testing boards, which anchor their tests to the CEFR levels. The power of such testing boards is a doubled-edged weapon: students benefit as their qualifications are internationally recognised, but there may be a washback effect on test preparation, which may counter the aims of the autonomous classroom
My lecture will attempt a synthesis of more recent themes in FLL, highlighting contradictions and limitations of some of the proposals and suggesting Scenario-based Language Learning (cf. Smith 2010) for teaching at tertiary level.
References
Little, D. 2011. The Common European Framework of Reference for Languages: A research agenda. Language Teaching, 44.3, 381-393.
Smith, V. 2010. Tertiary Language Learning. Changing Perspectives and Practical Responses. Tübingen: Narr.
