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SOME THEORETICAL ASPECTS OF LANGUAGE LEARNING AND LANGUAGE TEACHING
Erscheinungsjahr
1967
Link zum Volltext
Quelle
ERIC
Beschreibungen/Notizen
BECAUSE LANGUAGE ACQUISITION FOR A CHILD IS AN UNCONSCIOUS PROCESS, FOREIGN LANGUAGE INSTRUCTION IN THE ELEMENTARY CLASSROOM SHOULD AVOID "CONSCIOUS" LEARNING PROCEDURES AND STRIVE FOR A NATURAL SITUATION. LANGUAGE ACQUISITION FOR AN ADULT IS AN ARTIFICIAL, CONSCIOUS PROCESS, HOWEVER, AND NECESSITATES DIFFERENT TEACHING METHODS AND MATERIALS. THE AUTHOR FEELS THAT MANY LANGUAGE TEACHING MATERIALS FOR ADULTS PRESENT UNTRUE OR DISTORTED LANGUAGE BEHAVIOR--(1) IN THE REPETITION OF DRILLS WHICH HAVE NO BEARING ON THE STUDENTS' SITUATION, (2) IN MEMORIZED DIALOGS, AND (3) IN THE USE OF ABSTRACT SENTENCES IN EARLY DRILLS AND TESTS. THE TEACHER SHOULD BE AWARE OF THE CONTRASTIVE DIFFERENCES BETWEEN THE NATIVE AND TARGET LANGUAGES. HE SHOULD ALSO REALIZE, HOWEVER, THAT MATERIALS BASED SOLELY ON CONTRASTIVE ANALYSIS ARE NOT SUFFICIENT. THE TARGET LANGUAGE ITSELF MAY PRESENT A TYPE OF INTERFERENCE WHICH DOES NOT ORIGINATE IN THE NATIVE LANGUAGE. CONTRASTS WITHIN THE TARGET LANGUAGE SHOULD BE DRILLED IN TERMS OF THE TARGET LANGUAGE, WITHOUT REFERENCE TO THE NATIVE LANGUAGE. THE AUTHOR ALSO DISCUSSES THE MINIMAL STAGES REQUIRED IN THE TEACHING OF LANGUAGE ELEMENTS TO ADULTS. THIS ARTICLE APPEARS IN "LANGUAGE LEARNING," VOLUME XVII, NUMBERS 3 AND 4, DECEMBER 1967. THE PUBLISHER'S ADDRESS IS LANGUAGE LEARNING, NORTH UNIVERSITY BUILDING, ANN ARBOR, MICHIGAN 48104. (AMM)