Chapter 1 in his book, Blake pointed out that “the process of learning second language other than the mother tongue is an intensive and time-consuming activity” (Blake 2008, 1) by showing the Foreign Service Institute (FSI)’ s estimate. According to FSI, it takes from four to six years to reach functional proficiency in a second language. Most SLA theorists agree on that, in order to make the process of L2 faster and more effective, L2 learners need to contact with the target language more, and formal L2 teaching is often unsuccessful because learners did not received sufficient input in the target language in EFL context or even in ESL context. Therefore, Blake suggested that technology can offer not only efficiency, but also sufficient input in both ESL and EFL context.
Blake argued that learning language is best learned and taught through social interaction. For example, interaction of learners and their interlocutors, and mutual comprehension of each other’s message meaning assist language learning. Therefore, he suggested that online websites, applications and CDs and computer-mediated communications (CMC) via networking functionality and technology will be good tools to assist learning language.
I also agree with Blake’s argument that L2 learners need to contact with the target language as much as possible through social interaction of their peers and instructors with technology tools. When I compare my current English proficiency with that of past four years, it has been improved a lot. I could learn English from Facebook, text messaging, online website, and movies etc. As a person who is planning to teach English in Korea, I am willing to use technology in my future class so that my students can contact with English as much as possible. I believe that it will help students learn English effectively.
Blake, Robert J. & Dorothy M. Chun. (2008) Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, D.C. :Georgetown University Press
