Innovation in Language Learning

This paper aims to analyze some results of an empirical study conducted in Israel and in Canada. These two countries provide language training to large numbers of immigrants. We followed immigrants and L2 teachers in Canada and in Israel and took Hebrew classes in different institutions in Israel in order to observe from “inside”. The following aspects were discussed and analyzed:

• Innovative practices in second language teaching and learning
• Students’ motivation
• Students’ autonomy
• Students’ comprehension of teaching approach and practices
• Social interactions in L2
• Technology in second language teaching and learning

Few studies examined subjective and emotional aspects in adult immersion and personal involvement in L2 learning and learners’ comprehension of teaching approach and practices (cf. Dewaele 2011, Dankova, 2013, De Courcy, 2002).

The results show deep differences in feelings and attitudes and a lack of dialogue about how to learn and why and how of practices in classroom. Our findings deal also with aspects such as learners’ attention, metalinguistic awareness, compensatory strategies, self-esteem and perception of proficiency in L2 that affect L2 learning. We discuss some solutions in order to improve the effectiveness of L2 teaching and the contribution of technology (ICT) to address the situation and to increase the comprehension between teachers and learners.