Version 1
: Received: 25 September 2023 / Approved: 26 September 2023 / Online: 28 September 2023 (02:59:08 CEST)
How to cite:
Eslit, E. R. Neo-Language Acquisition and Learning Theory: A New Perspective on Language Teaching. Preprints2023, 2023091905. https://doi.org/10.20944/preprints202309.1905.v1
Eslit, E. R. Neo-Language Acquisition and Learning Theory: A New Perspective on Language Teaching. Preprints 2023, 2023091905. https://doi.org/10.20944/preprints202309.1905.v1
Eslit, E. R. Neo-Language Acquisition and Learning Theory: A New Perspective on Language Teaching. Preprints2023, 2023091905. https://doi.org/10.20944/preprints202309.1905.v1
APA Style
Eslit, E. R. (2023). Neo-Language Acquisition and Learning Theory: A New Perspective on Language Teaching. Preprints. https://doi.org/10.20944/preprints202309.1905.v1
Chicago/Turabian Style
Eslit, E. R. 2023 "Neo-Language Acquisition and Learning Theory: A New Perspective on Language Teaching" Preprints. https://doi.org/10.20944/preprints202309.1905.v1
Abstract
In an era marked by rapid technological progress and global dynamics, the Neo-Language Acquisition and Learning Theory challenges conventional language acquisition paradigms through its conceptualization of 'Grit: The Unyielding Will to Connect,' emphasizing determination, motivation, and adaptability as the primary drivers of language learning, transcending age-related constraints and critical periods. This theory also underscores 'Self-Preservation: Language as the Canvas of Reality,' as language plays a pivotal role in preserving and conveying our individual and collective experiences. Recent global events have underscored the theory's relevance, prompting a reevaluation of language education in response to changing circumstances. Moreover, 'Techno-Training: Language Acquisition and Learning in the Digital Age' is integral to the theory, as it recognizes the influence of technology on modern language education. Beyond traditional methods, these three reshape our fundamental understanding of said theory. Drawing from historical evidence, psychological principles, and contemporary applications, they supported the conceptualization of the theory itself. Overall, the Neo-Language Acquisition and Learning Theory revolutionizes language education, spotlighting the power of motivation, determination, and adaptability to navigate the evolving landscape of language learning and acquisition.
Keywords
Neo-Language Acquisition Theory; Position Statement; Second language acquisition
Subject
Arts and Humanities, Humanities
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Commenter's Conflict of Interests:
I am one of the author
Comment:
In an era marked by rapid technological progress and global dynamics, the “Neo-Language Acquisition and Learning Theory” challenges conventional paradigms by emphasizing “Grit: The Unyielding Will to Connect” (Duckworth et al., 2007). Drawing on Duckworth et al.'s concept, the theory asserts that determination, motivation, and adaptability are crucial in language learning and acquisition, transcending age-related constraints and critical periods. For example, Sherly and Janeth, middle-aged immigrants from the Philippines who migrated to the Netherlands, illustrate this theory through their perseverance in community language classes, which facilitated their integration and success in a new linguistic environment in the Netherlands. The theory also recognizes “Self-Preservation: Language as the Canvas of Reality”, emphasizing language not only as a means of communication but also as a vehicle for preserving and conveying individual and collective experiences, crucial for cultural identity and societal cohesion (Thomas, 2012; Eslit, 2014). Eslit (2014) discusses the role of computer-assisted language teaching (CALL) in enhancing language learning, highlighting its potential to support adaptation to new linguistic environments and integration into diverse societies. Technological advancements, such as Japan's use of language learning apps in elementary education (Thomas, 2012), further underscore the practical applications of these frameworks. Recent global events prompt a reevaluation of language education amid changing circumstances, though challenges like systemic barriers and socio-economic inequalities persist and require addressing for equitable language learning opportunities. Future research should explore the long-term impact on language maintenance among immigrant communities and the integration of artificial intelligence in personalized language education to enhance adaptability and effectiveness. Overall, the “Neo-Language Acquisition and Learning Theory” revolutionizes language education by highlighting the power of motivation, determination, adaptability, and technology integration in navigating the evolving landscape of language learning and acquisition, integrating practical examples, addressing critiques, and outlining future research directions to expand its depth and relevance globally.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals.
Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.
Eslit, E. (2014). Computer assisted language teaching: Learning without dust. https://d1wqtxts1xzle7.cloudfront.net/37040393/Eslit_CALL_Research_2015-libre.pdf?1426813999=&response-
content-isposition=inline%3B+filename%3DCOMPUTER_ASSISTED_LANGUAGE_TEACHING_LEAR.pdf&Expires=1721526084&Signature=X9IjJELUUlHOXhCpvEQWZCG-cPi1WVO6LT~M0LefmhVqfyPfvKiFA3wdfouMGj-VhHGb8sKAnViObq4U3WciH9BrFyjkVJ5-1CPf~slLCED8NPepNwov5eyj7UtNZCq5sNBbPnqsxCGPqEWtUYanLgw-o0Xc8Cr9Vep2rgjjbSM1YC24qafUo0DeftuaB8hFYCKx50--hR8nJ7Mv5W0l-Z0jCVBfuVRH07gFKI8eDxRZ~vjmdTu5-XVZLWaxhcs5TH6MEP0OUryBvDCLW8KGmqMgyrf6MOQuy1ylJv6DZ2wysHKnM0c9ftOerEf7KHIrQLKYJsGfAKOirlfl0m44Fw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Thomas, M. (2012). Contemporary Computer-Assisted Language Learning Contemporary Studies in Linguistics. A& C
Black, 2012. ISBN 1441113002, 9781441113009.
Commenter:
Commenter's Conflict of Interests: I am one of the author
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals.
Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087.
Eslit, E. (2014). Computer assisted language teaching: Learning without dust.
https://d1wqtxts1xzle7.cloudfront.net/37040393/Eslit_CALL_Research_2015-libre.pdf?1426813999=&response-
content-isposition=inline%3B+filename%3DCOMPUTER_ASSISTED_LANGUAGE_TEACHING_LEAR.pdf&Expires=1721526084&Signature=X9IjJELUUlHOXhCpvEQWZCG-cPi1WVO6LT~M0LefmhVqfyPfvKiFA3wdfouMGj-VhHGb8sKAnViObq4U3WciH9BrFyjkVJ5-1CPf~slLCED8NPepNwov5eyj7UtNZCq5sNBbPnqsxCGPqEWtUYanLgw-o0Xc8Cr9Vep2rgjjbSM1YC24qafUo0DeftuaB8hFYCKx50--hR8nJ7Mv5W0l-Z0jCVBfuVRH07gFKI8eDxRZ~vjmdTu5-XVZLWaxhcs5TH6MEP0OUryBvDCLW8KGmqMgyrf6MOQuy1ylJv6DZ2wysHKnM0c9ftOerEf7KHIrQLKYJsGfAKOirlfl0m44Fw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Thomas, M. (2012). Contemporary Computer-Assisted Language Learning Contemporary Studies in Linguistics. A& C
Black, 2012. ISBN 1441113002, 9781441113009.