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Frasca, P.
“Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching.
Full referencesFrasca, P. (2016). “Rational, Emotional, Affective Learning” and the   Use of Innovative Methods in Foreign Language Teaching, Nouvelle Revue   Synergies Canada 9.
Foreign language didactics is a field which,   notwithstanding the many centuries of application and development, is still   very methodologically problematic. Statistics clearly show that, in certain   countries, the educational system provides foreign language instruction that   is not apt and does not deliver effective linguistic competence; a few   methods, however, have been developed to contravene this problem. In the   specific case of Italy, a country which is renowned for its general   monolingualism, Associazione Culturale Linguistica Educational (ACLE) has   developed an innovative language teaching method (Rational, Emotional,   Affective Learning) to attempt to fill the lacunae of the Italian school   system, especially in regards to the teaching of English as a foreign   language. This paper seeks to briefly outline the REAL method and its   applications, describe its affinity to didactic and cognitive theories, and   speculate on its potential effectiveness.
Key words
Language education, immersion, REAL, ESL
Other interesting information
"Several research studies (namely, Damasio’s Descartes’   Error, cited by A.C.L.E.) show that emotions are closely connected to   learning and cognition, and that they are essential to rational thinking and   to common social behaviour. In a Foreign Language Learning or Second Language   Acquisition setting, this is especially true since a foreign language does   not become relevant or applicable to the real world until it is used to   express one’s thoughts, emotions, and feelings or to recognize and comprehend   another’s in a code that is different from one’s own native language and for   a purpose that is of significant importance to the speaker (such as  successful communication). Language also has a close relationship with   survival—the thoughts that are verbalized through language are often desires   or reactions to surrounding environments and circumstances. We utilize   language in order to efficaciously function in a specific situation. There is   a definite shortcoming on the part of institutions that teach foreign languages   when it comes to the positive exploitation of emotional intelligence and   survival needs as leverage in order to achieve successful learning goals.’’
Interest for the project
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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