Foreign language learning in England in the 21st century

Abstract Tourism is the leading economy of the 21st century also for Italy. The language could also benefit from it, which statistically performs very well in many areas (on the world stage, on the internet, in foreign language learning, etc.). Unfortunately, the country’s tourist-economic importance does not correlate positively with its language value. Here, the Italian state is asked to do more with investment for the ‚visibility’ of the language in the tourism sector, e.g. with the opening of foreign ENIT headquarters.

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Modern methods used in foreign language learning in the 21st century

Architectural, Energy and Information Engineering ◽

10.1201/b19197-84 ◽

2015 ◽

pp. 363-370

Author(s):

Klara Rybenska ◽

Karel Myska

Keyword(s):

Foreign Language ◽

Language Learning ◽

21St Century ◽

Foreign Language Learning ◽

Modern Methods

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Bringing Foreign Language Learning into the 21st century

Journal for Language Teaching ◽

10.4314/jlt.v37i1.5977 ◽

2003 ◽

Vol 37 (1) ◽

Author(s):

Hilda Thomas

Keyword(s):

Foreign Language ◽

Language Learning ◽

21St Century ◽

Foreign Language Learning

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Ontological Concept for the Foreign Language Learning in the 21st Century

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.10n.5p.50 ◽

2019 ◽

Vol 10 (5) ◽

pp. 50

Author(s):

Fernandes Arung ◽

Zainal Rafli ◽

Ratna Deawanti

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

21St Century ◽

Foreign Language Learning ◽

Foreign Languages ◽

Cognitive Domain ◽

Substantive Theory ◽

Learning Preference ◽

Foreign Language Learners

This review aims to discuss a new substantive theory generated from a Grounded research that we conducted in 2018 as a concept of ‘getting real way’ in the learning of the foreign languages in the 21st century and the forth. The preferent learning theory, as labelled then, covers three important concepts namely free-will-whim, individual and collective independence, and discursive. The three concepts are substantively based on the sense of liking within one’s learning as the domain of affective; it is not based on the cognitive domain and the motivation. The implication is that the learning of foreign languages should be based on the sense of liking; both in the past and current liking, that enable foreign language learners to have their learning preference.

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